East European Journal of Psycholinguistics. Vol. 2 (1) .2015

Lesya Ukrainka Eastern European National University
EAST EUROPEAN JOURNAL

OF
PSYCHOLINGUISTICS
Volume 2
Number 1
Lutsk
2015
East European Journal of Psycholinguistics. Volume 2, Number 1, 2015
Approved by the Academic Council of Lesya Ukrainka Eastern European National

University, Record of proceedings No 10, April, 30, 2015
Editor-in-Chief
Dr. Serhii Zasiekin
Lesya Ukrainka Eastern European National University, Ukraine
Associate Editor
Prof. Larysa Zasiekina
Editorial Assistant
Dr. Khrystyna Shyshkina
Editorial Board
Dr. Tetiana Andriyenko
Kyiv National Linguistic University, Ukraine
Prof. Natalya Fomina
Sergey Yesenin Ryazan State University, Russia
Prof. Janna Glozman
Mikhail Lomonosov Moscow State University, Russia
Prof. Larysa Kalmykova
Hryhoriy Skovoroda Pereyaslav-Khmelnytskyi State Pedagogical
University, Ukraine
Dr. Oleksandr Kapranov
University of Bergen, Norway
Prof. Oleksandr Kholod
Kyiv National University of Culture and Art, Ukraine
Prof. Lada Kolomiyets
Taras Shevchenko National University of Kyiv, Ukraine
Dr. Nina Kresova
University of Tartu, Estonia
Prof. Andrzej yda
University of Silesia, Poland
Dr. Amelia Manuti
University of Bari, Italy
Dr. Svitlana Martinek
Ivan Franko National University of Lviv, Ukraine
Prof. Rieko Matsuoka
National College of Nursing, Japan
Prof. John McCabe-Juhnke
Bethel College, USA
Dr. Diana Terekhova
Kyiv National Linguistic University, Ukraine
Reviewers: Dr. Tetiana Bilyk (Ukraine), Prof. Hordiyenko-Mytrofanova (Ukraine),
Prof. Larysa Kalmykova (Ukraine), Dr. Nina Kresova (Estonia), Dr. Anna Kulchytska (Ukraine),
Dr. Oksana Kykhtiuk (Ukraine), Dr. Oleksandr Lavrynenko (Ukraine), Prof. Andrzej yda
(Poland), Prof. Maryna Orap (Ukraine), Dr. Olena Savchenko (Ukraine), Prof. Larysa Zasiekina
(Ukraine).
East European Journal of Psycholinguistics. Lutsk : Lesya Ukrainka Eastern

European National University, 2015. Vol. 2, No 1. 168 p.
EEJPL is an international double-blind peer-reviewed scholarly journal
published semiannually
Founder and publisher: Lesya Ukrainka Eastern European National
University in Lutsk (13 Voli Prosp., Lutsk, 43025, Ukraine).
www.eenu.edu.ua
Address: 13 Voli Prosp., Lutsk, 43025, Ukraine
psycholing@eenu.edu.ua; Web site of the Journal: http://eepl.at.ua
Malinevska Iryna (cover), 2015
Lesya Ukrainka Eastern European
National University, 2015
C . 2, 1, 2015
ETHICS STATEMENT
The author who submits an article to the journal explicitly confirms that the
paper presents a concise, accurate account of the research performed as well as an
objective discussion of its significance. A paper should contain sufficient detail and
references to public sources of information. Fabrication of data is an egregious
departure from the expected norms of scholarly conduct, as is the selective reporting
of data with the intent to mislead or deceive, as well as the theft of data or research
results from others. Authors must obtain permission for use of any previously
published materials from the original publisher. Plagiarism constitutes unethical
scholarly behaviour and is unacceptable.
All co-authors share equal degree of responsibility for the paper they co-author.
Submitting the same manuscript to more than one journal concurrently is unethical
and unacceptable.
By acknowledging these facts the authors bear personal responsibility for the
accuracy, credibility, and authenticity of research results described in their papers.
The Journal is indexed and listed in:

Ulrichs Global Serials Directory, Open Academic Journals Index, ISI International
Scientific Indexing, Universal Impact Factor, CiteFactor, Jifactor, Google Scholar,
Scientific Indexing SIS, ResearchBib, The Linguist List, Academic Keys, ZB MED,
Directory of Research Journals Indexing, Zenodo, Polska Bibliografia Naukova,
Russian State Digital Library, Electronic Journals Library, Universitts Bibliothek
Leipzig, Portal on Central Eastern and Balkan Europe PECOB, Journal Index
TABLE OF CONTENTS
PREFACE. .............................................................................................. 6
ARTICLES
Buchatska, Svitlana
Anxiety Factors f Students Emotional Disposition to Professional
Communication in Foreign Languages .................................................................. 7

B ............................................................................................................. 16
Chmil, Nataliya
Verbal Representation of the Future Career Concept by Theology Students
... 16
,
O - ............................. 24
Fomina, Natalya, Anna Leyeva
Speech Activity Characteristics of Teachers Logopaedists.
............................. 24

C ............. 34
Glozman, Janna
Semantic and Grammar Categories in Norm and Pathology . ............. 34
Sypko, Artem, Iya Hordiyenko-Mytrofanova
Playfulness as a Relevant Lexeme in the Bilingual Linguistic Consciousness
of Ukrainian People ................................................................................................. 43
,
freedom
........................................................................ 52
Kalishchuk, Diana, Oleksandr Lazuka
Verbalizing the Concept of Freedom in the Cold War U. S. Political Discourse ... 52

..... 59
Kalmykova, Larysa
Speech Activity as a Component of the Psycholinguistics Object. ........................ 59
Kapranov, Oleksandr
Self-Selection at the Candidate Level of Simultaneous Interpreting
............... 68

: ............. 76
Kompantseva, Larysa
Social Network Research: Transfer of Interdisciplinarity ...................................... 76
C . 2, 1, 2015
,

..................................................................................................................... 86
Kykhtiuk, Oksana, Oksana Solovey
Psycholinguistic Markers of Students Ethnic Intolerance Manifestation .............. 86

.................................................................................................................. 96
Makaruk, Laryssa
The Status and Role of Pictograms in the Communicative Space of Modern
English. ................................................................................................................... 96

...................................... 106
Orap, Maryna
Syntagma as a Unit of the Speech Experience Analysis. ...................................... 106

,
......................................................................... 114
Savchenko, Olena
The Semantic Space Structure of the Subjects onception of His Own Mental
Activity ................................................................................................................. 114

( ) ..... 124
Savelyuk, Nataliya
Psycholinguistic Features of Religious Discourse (Theoretical Aspect).
.........124
Soriano, Federico, Julieta Fumagalli, Diego Shalm, Julia Carden,
Geraldine Borovinsky, Facundo Manes, Macarena Martnez-Cuitio
Sex Differences in a Semantic Fluency Task? ...................................................... 134

-
................. 141
Turchak, Olesia
Efficiency of ognitive Behavioral Training as a Means of Reducing Verbal
Manifestations of Anxiety under Emotional Stress .......................................... 141
Zasiekina, Larysa
Psycholinguistic Approach to Diagnostics and Modification of Individual
Negative Core Beliefs ........................................................................................ 151
CALENDAR ............................................................................................ 158

INSTRUCTIONS TO AUTHORS ......................................................... 159
....................................................................... 161
.................................................................................. 163
5
PREFACE
In todays rapidly changing society, psycholinguistics tends to be more
proactive, since it does not simply respond to new realities of life by designing
models or theories. Currently psycholinguistics has full potential not only to survive
or to overcome elitist attitudes in science; it can also regain its status as a modern
approach, for the new demands of the 21st century (Slama-Cazacu 2007).
Psycholinguistics confronts social and political issues, including terrorism, acts of
violence or war. And it is highly desirable that these issues should be the categories of
irrealis (yda 2007). Regrettably, as Collin Meissner acknowledged, language is often
employed as a political, military, and economic resource in cultural, particularly
colonial, encounters... call it a weapon (Meissner 1992:164). Psycholinguistics should
deal with this weapon of mass destruction (WMD), since this branch of science derived
from the reality of language (behavior) and human communication. Of course, words
create different worlds. But the fact remains that words can provide links between
worlds. From this standpoint, language is likely to be a weapon of mass construction
(WMC) a tool for creating hope, love, tolerance, and peace, among people.
Psycholinguists from Argentina, Norway, Poland, Russia, and Ukraine, who are
published in this volume, clearly know how to use the power of words in the cause of
truth, peace, and justice. The scholars findings are aimed at erasing the dividing lines
between people by learning their current needs, motives, emotions, and cognitions
expressed in and through language.
The contributions of this volume issue 1 are focused on academic and language
acquisition issues, bilingualism (Svitlana Buchatska, Iya Hordiyenko-Mytrofanova,
Oleksandr Kapranov, Artem Sypko), individual speech activity (Natalya Fomina,
Larysa Kalmykova, Anna Leyeva, Maryna Orap), clinical and pathological
psycholinguistics (Janna Glozman, Olesia Turchak, Larysa Zasiekina), social and mass
media linguistics, text and discourse, cognitive psycholinguistics (Nataliya Chmil,
Diana Kalishchuk, Larysa Kompantseva, Oleksandr Lazuka, Laryssa Makaruk, Olena
Savchenko, Nataliya Savelyuk), gender- and ethno-psycholinguistics (Geraldine
Borovinsky, Julia Carden, Julieta Fumagalli, Oksana Kykhtiuk, Facundo Manes,
Macarena Martnez-Cuitio, Diego Shalm, Oksana Solovey, Federico Soriano).
Hopefully, these papers will attract a wide array of readers who take an interest in
the issues, since the authors have demonstrated clearly that psycholinguistics today is
able to create a WMC by using words to build bridges between worlds.
References
1. yda, A. (2007). Irrealis as a constraint in English-Polish interpreting. In: Challenging Tasks
for Psycholinguistics in the New Century. (pp. 192-201), Janusz Arabski, (ed). Katowice:
University of Silesia.
2. Meissner, C. (1992). Words between worlds: the Irish language, the English army, and the
violence of translation in Brian Friel's Translations. Colby Quarterly, 28(3), 164-174.
3. Slama-Cazacu, T. (2007). Psycholinguistics, where to in the 21st century? In: Challenging Tasks for
Psycholinguistics in the New Century. (pp. 77-85), Janusz Arabski, (ed). Katowice: University of Silesia.
is an indispensable part of our life. It functions practically in all spheres of human activity. We hear it, we t, we
process it every day, cognize things through it. Still, some questions as to its
u
Serhii Zasiekin,
Editor-in-Chiefs
C . 2, 1, 2015
ARTICLES
Svitlana Buchatska
svitusik@gmail.com
Mykhailo Kotsyubynskyi Vinnytsia State Pedagogical University, Ukraine
ANXIETY FACTORS
OF STUDENTS EMOTIONAL DISPOSITION TO PROFESSIONAL
COMMUNICATION IN FOREIGN LANGUAGES
Received April, 15, 2015; Revised April, 25, 2015; Accepted May, 8, 2015
Abstract. The article deals with the problem of the development of personalitys psychological
disposition to professional foreign languages communication. The present research aims to define the
concept of personalitys emotional and volitional disposition and reveal its essence and study the
formation features of the above mentioned disposition of students of different specialties. The study
focuses on the causes and dynamics of the students' emotional and volitional disposition to professional
communication in foreign languages. Emotional disposition is viewed as personalitys ability to adjust
his/her behavior and activity in any professional situations by means of foreign language
communication. The research results revealed certain difficulties, and therefore the students negative
experiences in foreign languages communication, which are determined by a high degree of speech
fluency, difficulty in understanding spoken language and grasping the meaning of an utterance. The
article introduces the reasons for the development of a special program to form students emotional and
volitional disposition to professional communication in foreign languages. The program is to contain a
set of lessons, assignments and trainings aimed at developing the appropriate volitional qualities, psychic
self-regulation skills of a personality.
Keywords: psychological disposition, emotional and volitional disposition, anxiety factors,
student, foreign languages, professional communication, development.
.

.
.
-
,
.
-
. -
, -
. ,
,
, ,
, .
-
. , , ,
, .
: , - ,
, , , , .
Buchatska Svitlana, 2015

.

.
.
-
,
.
-
. -

,
. ,
,
, .

-
. , , ,
, .
: , - ,
, , , , .
Introduction
The overall practice of foreign languages teaching at higher educational
institutions of Ukraine affirms that graduates have low foreign language proficiency,
feel the lack of professional communication skills and have serious psychological
barriers to discuss and exchange opinions and take professional decisions. Thus they
display uncertainty being unable to control their emotions, anxiety and inability to
function effectively in the professional situations they encounter. That is, the larger
part of students are characterized by a low level of emotional and volitional
disposition to professional communication in a foreign language.
The problem studied doesnt refer only to the formation of emotional
disposition as an important component but also covers general personalitys
psychological disposition to professional communication in a foreign language.
Emotional and volitional regulation of personalitys learning strategy has been
investigated in educational psychology by the number of Ukrainian psychologists
including A. Bondarenko, O. Chebykin, N. Chepeleva, T. Yatsenko and others. The
relationship between foreign language learning and language anxiety has been
studied by P. MacIntyre, R. Gardner, E. Horwits. However, studies of personalitys
emotional and volitional disposition to professional communication in foreign
languages so far remained unresearched by scholars.
The present research aims to define the concept of personalitys emotional and
volitional disposition to professional communication in foreign languages and reveal
its essence and study the formation features of the above mentioned disposition
among students of different specialties. The study focuses on the causes and
dynamics of the students' emotional and volitional disposition to professional
communication in foreign languages.
C . 2, 1, 2015
Methods
A number of self-developed questionnaires and the adapted A. M. Prykhozhans
(Prykhozhan 1987) methodology to measure school pupils anxiety were used within the
study. The latter was applied to determine students anxiety caused by foreign language
learning and foreign language communication specificity (see Appendices A, B).
The study
Personalitys emotional disposition to professional communication in foreign
languages is one of the most important components of the psychological disposition
model. Emotional disposition is viewed as personalitys ability to adjust his/her
behavior and activity in any professional situations by means of foreign language
communication.
According to O. Pavlyk (2004) emotional states that occur in students in the
process of foreign language acquisition are different in power, modality, direction
and stability. Therefore to restrain and strengthen the above states can be realized
through the development of volitional qualities. Mastering foreign languages is a
challenging emotiogenic activity related to the constant overcoming difficulties,
negative mental states (fear, anxiety etc). To reduce the above it is required to form
future specialists ability of emotional and mental self-regulation. The most
common manifestations of negative emotional states in foreign languages learning
and communication, as set by the study, are frustration, fear, anxiety, despondensy,
stress and others.
Among the factors to be focused at is anxiety which as personalitys mental
state often accompanies studentslearning activity. Such a state is indicated by
mental balance disoders, appearance of groundless threat and anxiety. The level of
the above anxiety, which is mostly often so-called socio-situational anxiety of a
personality, is defined by both the objective situation the student has occurred in and
students individual typological qualities.
Anxiety is investigated in terms of two perspectives: trait anxiety which is
defined as anxiety on the level of fear and situation specific anxiety, on the other
hand which can arise in situations of insufficient or contradictory information about
the risks between the individual settings and the perception level of the situation.
Anxiety on the level of fear is defined as individuals intention to establish anxiety
causes and specific factors of dangerous situation (Gardner et al. 1997). The basis of
fear is formed by complex instinctive mechanisms (self-preservation, defense)
which therefore in terms of learning activity restrict some essencial training speech
operations and actions.
Another factor to be mentioned is frustration which as a mental condition
becomes apparent more often in the case of a protracted conflict between
personalitys objectives and real opportunities to achieve them. Such difficulties are
accompanied by strong emotional experience in university students and often occur
as states of frustration, irritation, despair. These states may be caused by too high
objectives as well as overestimated level of personalitys claims in foreign language
acquisition.
Discussion
In the previously conducted research (Buchatska 2008) the suggested structure
of students psychological disposition to professional communication in foreign
languages represents the unity and a high correlation between motivational,
cognitive, operational and emotional dispositions. Within the structure the
motivational disposition is considered to be a system of internal motives that
enforce a person to learning professional language and using it in professional
communication with others. Cognitive disposition is a system of personal
knowledge of any foreign language: vocabulary, grammar competence, phonetics
and others which is developed and improved in the learning process by enhancing
students mental functions such as perception, thinking, memory and development
of phonological listening abilities. Operational disposition is characterized by a
system of speech abilities and skills, persons ability to use obtained knowledge of
the language in oral or written communication. Emotional component defines
students ability to conscious regulation of their behavior and actions within
professional foreign languages communication.
It has been reported that there is a high correlation between motivational,
cognitive, operational and emotional dispositions (Buchatska 2008). It follows that
such negative mental states of the individual as anxiety, fear, constraint, depression,
etc. that occur in the process of students communication at foreign language
lessons, substancially reduce the efficiency and effectiveness of the formation of
their foreign language proficiency, acquiring abilities and skills. The above results
were used to investigate the causes of students negative emotional states and
anxiety at foreign language lessons, their content and features. The results are
presented in Table 1.
Table 1
Determinants identifying students negative mental states
in professional foreign language communication
Factors that cause
students anxiety
The lack of vocabulary
Inability to speak a foreign
language
High fluency in foreign
languages communication
Difficulty in transition
from native language to
foreign
Failure to understand other
language appropriately
Other factors
10
Students Category
Physics and
Philology Economics History
Psychologists
Mathematics
65,7
48.5
59,5
50,0
55,0
42,9
33,3
35,7
37,8
30,0
5,7
9,1
19,0
21,6
30,0
17,1
21,2
14,3
16,2
20,0
8,6
9,1
14,3
16,2
25,0
5,7
C . 2, 1, 2015
The results show that foreign language anxiety is characteristic of 62.2 % of

the students. Those showing enthusiasm and pleasure of foreign language learning
constitute only 12.2 %; interest, cognitive concern 64.4 % of respondents;
enchainment, timidity 17.6 %, fear 5.9 %, indifference 4.3 %, despondency
3.7 %. The data suggest that even a number of students with a fairly high level of
cognitive concern to foreign languages learning, experience negative emotional
states, which therefore result in dissatisfaction with their needs in learning, low
effectiveness of mastering other languages.
Negative emotional states in students within their foreign language
communication are caused by both objective and subjective factors. The most
important of them are presented in Table 1.
It was also established that students are sufficiently aware of their problems in
learning and communicating in a foreign language, they are trying to find solutions.
More than every other student experiences strong negative emotions because of
insufficient vocabulary or lack of it therefore they have low foreign language
proficiency. This feature is characteristic of students representing different
specialities and areas of training. The second place is occupied by students negative
mental states caused by the lack of essential skills and abilities to use vocabulary
and knowledge in a live professional communication in foreign language. The above
problem was manifested by every third student.
In our opinion, the number of such students would greatly increase if
professional communication in a foreign language at the university would be carried
out by native speakers, professionals from other countries. This may be explained
by the fact that philology students, who are involved in the process of
communication which is the basis of their professional activity, the percentage of
those who admit that their negative mental states are caused by insufficient
vocabulary and knowledge is higher than of the representatives of other specialties.
They suffer more frequently than students of other specialities from negative
language interference. This is caused by the situation when substantial native
language learning may suppress successful mastering of a second (foreign)
language.
Certain difficulties, as stated by S. Teteruk (2006), and therefore the students
negative experiences in foreign languages communication, are determined by a high
degree of speech fluency, difficulty in understanding spoken language and grasping
the meaning of an utterance.
As the conducted correlation analysis showed, the failure to understand a
foreign language speaker adequately, is mainly related to the lack of vocabulary and
low skills in expressing opinions. Scientific and practical research aimed to study
the display of negative mental states in undergraduate students within their foreign
languages communication. It has been conducted on the basis of the study of
language anxiety dynamics and is presented in Tables 2, 3, 4.
11
Table 2
Students anxiety caused by foreign language acquisition
Year of study
First
Second
Third
Fourth
High
10.0
17.2
26.5
37.5
Students anxiety levels (%)

Medium
58.0
55.2
47.1
41.7
Low
32.0
27.6
26.4
20.8
Table 3
Students anxiety caused by foreign language communication

Year of study
First
Second
Third
Fourth
High
Medium
Low
12.0
10.3
23.5
29.2
54.0
51.7
58.8
58.3
34.0
38.0
17.7
12.5
Table 4
Students anxiety caused by negative evaluation of foreign language abilities
Year of study
First
Second
Third
Fourth
High
Medium
Low
12.0
13.8
29.4
29.2
66.0
44.8
61.8
50.0
22.0
41.4
9.8
20.8
Results
On the whole students anxiety can be caused by many factors. In our
experiment we have identified three of the most typical ones, namely anxiety
caused by foreign language acquisition, anxiety determined by foreign language
communication and anxiety, which is caused by negative evaluation of language
abilities by other students.
Each of these types of anxiety are represented in tables 2.1-2.3 respectively.
The indentified students anxiety types are mainly caused by terms and content of
previous language training and education. According to Table 2.1, a slight increase
12
C . 2, 1, 2015
in anxiety level of second year students, comparing with those of the first year, is
probably caused by complexity of the assignments they perform in the foreign
languages classes: considerably increased requirements to grammar competence,
improvement of speech fluency, foreign language teachers demands on the
development of students writing skills, etc. The similar anxiety increase is caused
by the process of foreign languages communication.
It should be noted that completion of foreign language learning, according to
the curriculum of most specialties and non-use of it in further educational process
and communication during the third and fourth years lead to increasing of students
anxiety level in the situations of occasional foreign language use. Gradual loss of
communication skills of the third and fourth year students since professional
language is not used in the learning process has a negative effect not only on foreign
language, but also on students special training. Therefore curricula and foreign
language syllabi need to be seriously reviewed to improve students continuous
foreign languages training and professional communication throughout their period
of study at the university.
As seen from the above tables, almost 3/4 of students suffer high and medium
anxiety levels in foreign languages learning and communication. It has been
established that a high anxiety level that students experience affects not only their
success of foreign languages training, but also other disciplines. The prolonged
manifestation of being anxious can transform into persistant negative personalitys
trait defined as anxiety. The latter usually leads not only to mental disorders, but
may result in psychosomatic diseases of students.
The results of students testing allowed to conclude that in the foreign
languages learning in the first and second years no significant changes in students
anxiety can be traced. Anxiety increases mostly because of assignments complexity
in the second year, that is, as can be seen from Table 2.1, not related to foreign
languages communication, speech skills evaluation but rather to the actual content
and learning process.
In addition, we have found out that students involvement in foreign languages
learning and their language practice improvement significantly reduce anxiety,
excitation and self-distrust. According to a survey 50.6% of students admitted the
fact.
It was also discovered that students feel better and communicate more
effectively in situations when their speech abilities are not evaluated by others (as
55 % stated), when they are not laughed at (30 %). The students agreed that foreign
languages communication can be effective only in case when they are
psychologically disposed to it (22.5 % of the respondents supported this idea).
The results of students questionnaire constituted that 33.3 % of them believe
that in foreign languages communication they are required to form skills and
abilities of psychic self-regulation, manage their feelings and emotions through the
will, special methods and techniques. Almost 45 % of students are convinced that
these skills are not completely acquired therefore they need the help of
psychologists. Thus, it can be concluded that about 75 % of students claimed about
the problems connected with the control, self-regulation of their own negative
13
emotions, feelings while communicating with foreigners and at foreign language

lessons.
Conclusions
The above analysis requires the development of a special program to form
students emotional and volitional disposition to professional communication in
foreign languages. Such a program should include a set of lessons, assignments and
trainings aimed at developing the appropriate volitional qualities, psychic selfregulation skills of a personality.
Thus we can conclude that by the results of stating experiment we have
revealed the problems of the development of students emotional and volitional
disposition to communication in foreign languages and it points to the necessity of
finding psychological and pedagogical means of educational process improvement.
Appendix A
Questionnaire to identify the level of students emotional and volitional
disposition to professional communication in foreign languages
1. Do you get anxious and worried when communicating in a foreign language?
a) yes b) no.
2. Why do you think you get anxious in professional foreign language communication?
a) the lack of foreign vocabulary and professional notions,
b) the lack of skills to build grammatically correct sentences and express opinions,
c) fail to follow the speech fluency,
d) it takes much time to formulate opinion in native and then transform it into foreign language,
e) difficult to understand a foreign speakers questions and his opinion,
f) other variants (write).
3. Point out which of the measures given below would help to improve your confidence in foreign
language communication.
a) if I spoke a foreign language to someone on a regular basis,
b) if meetings with foreigners were often held,
c) it required to go self-improving in foreign languages,
d) if there were much more strict demands from foreign language teachers,
e) if they were extraclass activities, special workshops and clubs in foreign languages,
f) other (add).
4. In foreign languages learning your anxiety of communicating in foreign languages:
a) increased, b) decreased, c) has not changed.
5. What feelings and emotions are common and frequent to you at foreign language classes?
a) joy, satisfaction, b) interest, c) apathy, d) enchainment, e) depression, f) fear g) other (write).
6. You better communicate with a foreign language speaker when...
a) there are no other people, b) when your foreign language abilities are not evaluated, c) when
your foreign language abilities are not laughed at, d) you are psychologically disposed to such
communication, e) other variants (write).
7. In foreign language communication you feel the lack of abilities and skills of psychic selfregulation (self-control, etc.):
a) yes, I really feel the lack of them, b) they have not been formed, c) I can manage my emotions
and never lose self-control in foreign languags communication.
Appendix B
Methodology aimed at revealing students anxiety
caused by foreign language acquisition
Below are the situations you often face. Some of them may be unpleasant for you and cause
some emotions of anxiety and fear.
14
C . 2, 1, 2015
Please read each sentence and put down numbers 0, 1, 2, 3, 4, depending on the anxiety
caused by either of the situation.
If the situation does not cause any anxiety put down number 0.
If you are slightly worried number 1.
If the situation is quite alarming, disturbs you put down number 2.
If the situation mentioned is quite unpleasant for you number 3 or 4.
Your task is to imagine every situation clearly and frankly put down the appropriate number.
I get anxious and worried:
1. When speak foreign language to others.
2. When it is necessary to make the text in a foreign language.
3. When doing grammar exercises in a foreign language.
4. When I have to interact and respond in a foreign language in front of group students.
5. When I have to speak a foreign language fluently.
6. When I am afraid of negative evaluation in a foreign language.
7. When someone evaluates my foreign language abilities.
8. When I feel the lack of words in foreign language communication and hear my group
students laughter.
9. When I have to respond in front of my group at foreign language lessons.
10. When you assess the level of your knowledge and skills in a foreign language by
yourself.
11. When you must write an essay in a foreign language.
12. When your abilities and skills in a foreign language are evaluated by your groupmates.
13. When you have to translate from Ukrainian into a foreign language.
14. When you need to communicate with native speakers in their own language.
15. When your foreign language skills are assessed by native speakers.
References
1. Bondarenko, O. (2004). Psykholohichni osoblyvosti profesijnoho spilkuvannia
vijskovosluzhbovtsiv v osoblyvuh umovah diyalnosti [Psychological Features of Professional
Communication of Servicemen under Extreme Conditions]. Ph.D. thesis. Khmelnytskyi: DPSU.
2. Bondarenko, O., Volobuyeva, O. (2004).Typova model mizhprofesijnoi komunikatsii
[Typical Model of Inter-professional Communication]. Scientific Papers, 28(2), 2426.
3. Pavlyk, O. (2004). Profesijno-orientovane inshomovne chytannia u riznyh sytuatsiah
perekladu yak skladnoho vydu movlennevoi diyalnosti [Professionally oriented foreign reading in
different situations of translation as a complex kind of speech activity]. Philolohichni Studii, 106
111.
4. Prikhozhan, A.M. (1987). Diagnostika lichnostnoi trevozhnosti I nekotorye sposoby eyo
preodolenia [Personal Anxiety Diagnostic and Some Methods of Its Overcoming]. Moscow:
Moscow State University.
5. Teteruk, S. (2006). Formuvannia mehanizmiv samorehuliatsii studentiv v inshomovnomu
prostori [Forming Mechanisms of Self-Regualing in Students in Foreign Environment].
Ph. D. thesis. Kyiv: Drahomanov National Pedagogical University of Kyiv.
6. Gardner, R. C., Tremblay, P.F., & Masgoret, A.M. (1997). Towards a full model of
second language learning: An empirical investigation. Modern Language Journal, 81(3), 344362.
7. MacIntyre, P.D. & Gardner, R.C. (1991) Methods ans results in the study of anxiety and
language learning: A review of the literature. Language Learning, 41,1, 85117.
8. Spielberger, C.D. (1983). Manual for the State-Trait Anxiety Inventory (Form Y). Palo
Alto, California: Consulting Psychologists Press.
15

,
chmil.nata@mail.ru

-
Received March, 24, 2015; Revised April, 6, 2015; Accepted May, 8, 2015
. -
.
(, ).
: , , , ,
- , - .
,
.

: , , , ,
. ,
.
(, , ); (, , );
(, , ); (, , ); (, ,
); (, , ).
.
-: , , ,
, . :
. i
,
.
: , , , , .
Chmil, Nataliya. Verbal Representation of the Future Career Concept by Theology Students
Abstract. The article analyzes the verbal representation of the future careers concept by the
theology students. The basic approaches to the interpretation of the term concept (linguistic,
psycholinguistic and cultural) are highlighted. The article contains the main methods of conceptual
analysis: associative analysis, framing analysis, analysis of definition meanings, etymologic analysis,
cognitive-semantic analysis, etc. The basic five stages of frame analysis of the text are described, which
also contains a characteristic of elaborating the scenarios and script of the text. Framing analysis of
verbal representation of future profession concept was made by using the materials of unfinished
sentences. As a result six frames (religious terms, occupation, life, people, inner world and time) are
identified. Frequently used words in each category are: religious terminology God, salvation
congregation; occupation service priesthood shepherding; life word life, road; people man, person,
nation; inner world soul vocation responsibility; time hour, day, week. The analysis of the dynamics
of the most used words according to the course is implemented. The scenario of studied texts about
theology students' future profession is constructed: person, God, hour, salvation, soul. Framing analysis
is allowed us to construct a script of researched text: vocation service responsibility.
Keywords: concept, framing analysis, scenario, script, theologian profession.
.
-.
. -
.
, 2015
16
C . 2, 1, 2015
(, ).
: , , ,
- , - .
,
.
-
: ,
, , , .
, .
(, ,
); (, , ); (, , );
(, , ); (, , ); (,
, ).
.
-: , , , , .
:
.
,
.
: , , , , .

,
.
,
.

() . 2010 .
1067 ,
-
, ().
.
, , ,
.
,
: , , , , ,
.

-, .

(. ,
. ,
. . ,
. . ,
. . , . . , . . .).
-. , . . , . . ,
. . , . . , . . , . . , . . ,
. . , . . , . . , . . .
, ,
, ,
, (Bodnaryuk 2003:5).
17
,
.
. . , . . .

- ,

(Zalevskaya 2001: 39). ,
(
), , -
(, , .) .
, ,
:
, ,
( ), ,
(Sergeyeva 2009:77).

,
.
.

, , ,
- , ,
- , , ,
- (Muntyan 2013).

, .
, .
: , , ,
.
,
, , .
,
, .
, .
,
-.

. -
, ,
. 60 1628
18
C . 2, 1, 2015

( ).
10 , 15 , 14 , 7 IV 14 V .

,
. . . . (Zasiekina,
Zasiekin 2008:83-84).
, .
,
.
(FQ=
/ ). FQ
.
, :
. .

,
-, :
(35,6 %), (15,6 %), (10,4 %), (23 %),
(13,8 %) (1,6 %).
. 1.

.
.1.
1; 1; 35,6%
1; 4; 23,0%
1; 2; 15,6%
1; 5; 13,8%
1; 3; 10,4%
1; 6; 1,6%
. 1. - (%)
: 1 ; 2 ; 3 ; 4 ;
5 ; 6 .

- .
19
,
,
,
. ,
.
.
, ,
, .
12 ,
. , , , ,
34 ,
.
1

-

1
2
(FQ)
(0,55); (0,08); (0,07);
(0,03); (0,03); (0,02); (0,02);
(0,02); (0,02); (0,02).
(0,18); (0,12);
(0,1); (0,06); (0,05);
(0,04); (0,03);
(0,02); (0,02).
(0,36); (0,12); (0,09);
(0,06); (0,03); (0,03);
(0,03); (0,03).
(0,91); (0,02); (0,01);
(0,01); (0,01); (0,01);
(0,01).
(0,28); (0,18);
(0,17); (0,02); (0,07); (0,07);
(0,03); (0,03); (0,02); (0,02).
(0,4); (0,2); (0,1); (0,1);
(0,1); (0,1).
,
, , .

, , .
-
- . . (Klimov 1996).
. ,
, , . ,
, , , , .
20
C . 2, 1, 2015

.
' ,
.
,
. ,
. , , ,
35 . , . ,
,

.
, ,
.

. ,
45 .
.
, , .
, ,
,
, , .
.
.

, , .
,
, , .
.
,
, .
- ,
,
.

-: ,
, , , .
, .
,
.
,
, .
21
.
, :
.

- ,
,
.
.
:
, , , , .
, .
.
,
-: , , , ,
. , ,
.
.

: .
-
,

.
,

. ,

.
References
1. Bodnaryuk, Yu. (2013). Kontsept yak skladova chastyna kontseptosfery u movniy kartyni
svitu [Concept as a part of the conceptual sphere in language worldview]. Anhlistyka ta
amerykanistyka,10, 47.
2. Zalevskaya, A. (2001). Psiholingvisticheskij podhod k probleme koncepta
[Psycholinguistic approach to the concept]. In: Methodological problems of psycholinguistics,
(pp. 3645) Voronezh: Voronezh State University.
3. Zasiekina, L., Zasiekin, S. (2008) Psykholinhvistychna Diahnostyka [Psycholinguistic
Diagnostics]. Lutsk: Vezha.
4. Klimov, E.A. (1996). Psihologiya Professionala [Psychology of Professional]. Moscow:
Institute of Applied Psychology.
22
C . 2, 1, 2015
5. Muntyan, L. (2013). Kontseptualnyy analiz ta metody doslidzhennya verbalizovanykh
kontseptiv [Conceptual analysis and methods of verbalized concept research]. Scientific Notes.
Series Philology, 33, 103105.
6. Sergeyeva, E. (2009). Ponyatie kontsepta i aspektyi ego izucheniya v sovremennoy
lingvistike [The notion of the concept and aspects of his study in modern linguistics]. Bulletin of
VEGU, 3(41), 7285.
23

pslfom@mail.ru

leyeva_ann@mail.ru
,

-
Received March, 10, 2015; Revised March, 16, 2015; Accepted April, 16, 2015
.
. ,

-,
. ,
: , , , ,
.
, .. , .
. .
, , - -
, -, ,
, .
: , , , -,
(, -) , (, , , ) .
Fomina, Natalya, Leyeva, Anna. Speech Activity Characteristics of Teachers Logopaedists
Abstract. The article deals with the problem of studying the demonstrations of personality
characteristics in speech activity. The paper emphasizes that speech is the highest mental function which
determines all human development and one of the tools of pedagogical activity teacher-logopedists
working with people with speech disorders. As their speech has to act as an example, very great demands
are made of it: it has to be exact, correct, coherent, logical, convincing and expressive. The study
highlights that speech can serve as a means of modern diagnostic features of the person, as in speech
activity they are reflected. Study of features manifestation of personality in speech activity teacherlogopedists conducted within the concept of N. A. Fomina, which allows to consider the properties of the
individual as a system, features the language of the person in the unity of its linguistic and psychological
characteristics, which are reflected in the text the product of speech activity. To do this, teacherlogopedists were asked to write text about the personal importance of the theme of Teacher.
Keywords: personality, speech activity, text, teacher-logopedist, linguistic (lingual, notional)
characteristics of speech and psychological (motivational, cognitive, emotional, regulative)
characteristics of personality.
, . -
.
. ,
-,
.
, , 2015
24
C . 2, 1, 2015
, : , , ,
, .
, .
. .
, , - - ,
-, , ,
.
: , , , -,
(, -) , (, ,
, ) .

. ,
,
, , , ,

, , , ,
,
. . ,
,
.
.
,
, ,
.
, , , ,
, , .

. ,
, -,

, , . , ,
,

.
, .

. . (2002) ,
, ,
, ,
(Fomina 2014c).

25
,
,
(. . ,
. . , . . ), (. . ),
(. . ,
. . ),
(. . ), (. . ),
(. . ),
(. . );
(. . (),
(. . ), (. . )
. -

.. (1992, 2002).

100 -
. 22 65 ,
( 1 33 ).

,
.
, -
,
, , -, , (Fomina 2014b).

: ( );
( % ),
(
% ), ,
(
). 1, - ,
:
. , ..
(
, .
). ,
(
,
), ( ,
, ,
,
) (
,
,
26
C . 2, 1, 2015
) .
,
(, ).
,
.
1
-

192,4
75,4 %
27,6 %
12,1 %
40,8 %
1,6 %
0,3 %
0,2 %
(
) .
, -
: ( ,
, ),
( , ),
( .
), (
: - , , -
; )
, (, ,
,
),
(
,
, ), (,
, , ), (-,
; ,
,
( , ,
), (
,
, , ),
,
( ,
27
, ,
, , , ,
, ), ( ,
, ,
, (. ),
: !).
- -
,
, , ,
( % )
.
3 , :
, (
; ,
, ,
), ( , ,
,
, , (,
, , ,
, , ).
, ,
,
( , )
( , ,
) , ( ,
, , ,
), (
, ,
, ,
, ,
(
,
, ).
(
, .
. , ,

, ;
,
, ,
,
28
C . 2, 1, 2015
,
).
3
- -

11,6

14,1

0,2
-
4,9
---
3,4

11,6

1

1
(
)

4,6
- -
,
( ,
, ,
, ,

, ,
, ., ,
..),
(
). (
,
). ,
.
( : , ,
, , -
.... ,
? ,
-
).
,
.
,
, ,

, ..
29
-,
, , , ;
;
;
(. . 4 7).
, (63 %) ,
,
. (,
, ,
, ),
, (, ,
,
) , , , (
,
).
,
, (
? ?, ,
?
?, ?,
?), (
,
,
, !) ,
( ?.
, , , ,
), (
, , ).
25 % ,
, , ,
1-
( ,
).
, , ,

, , ..
.

. 60 % , .
, ,
, , ,
(
30
C . 2, 1, 2015
, ,
), (
).
-
, ,
, .
,
, (
, ,
, , ,
),
( ), ,
( , ,
!, !), (
(. ), ,
(. . ), ( ,
, , , (. . ).
,
,
( ,
,
, , , ,
,
, )
( ,
, ,
).
-
, , ,
, ( 71,
24 , ),
( 1 1993 , ),
( );
( ,
), ( ,
, , ).
-
( , ,
, ,
), (
, : ,
) (. .6). ,
,
31
,

.
6
,
-
25%
3, 9
90
10
1, 6
2,8
63%
60%
40%
-
( ) ,
, ,
, ,
.
( ,
, , ,
.),
( ?,
,
,
),
, , (,
, . ,
, ,
, ).
, )
(
).
(,
, ,
, ). ,
- ,
32
C . 2, 1, 2015
,
(. . 7).
7
-

4,6 %

80 %
77 %
2,9 %
, -,

, ,
, , , ,
, , ,
. ,
, ,
,
,
. , ,
.

, ,
,
.

References
1. Fomina N., Leyeva A. (2014). Osobennosti emotsionalnoy sfery uchiteley logopedov i ih
otrazhenie v rechevoy deyatelnosty. Vestnik RUDN. Seriya Psihologiya i pedagogica, 4, 4048.
2. Fomina N. (2014). Individualno typologicheskiye osobennosti luboznatelnosti i
rechevaya deyatelnost studentov. Chelovecheskiy Capital. 7 (67), 5560.
3. Fomina N. (2014). Proyavleniya razlichnyh svoystv yazykovoy lychnosti v rechevoy
deyatelnosty [Linguistic personalitys features manifestation in speech activity]. In: Systemnye
Issledovaniya Svoystv Lichnosti: K 30-Letiyu Nauchnoy Shkoly A. I. Krupnova. A. I. Krupnov,
S. I. Kudinov, I. A. Novikova (Eds.). Moscow: Peoples Friendship University of RussiaDN,
2014. S. 446473.
4. Fomina N. (2014). Sootnosheniye razlichnyh svoystv yazykovoy lychnosti
i
osobennostey ee rechevoy deyatelnosty [Correlation of various properties of linguistic personality
and features of his speech activity]. In: Yazyk, Rech, Lichnost v Zerkale Psykholyngvistiki,
(pp. 126148). L. Zasiekina, (ed.). Lutsk: Vezha Druk.
5. Fomina N., Leyeva A. (2012). Obshchitelnost i vyrazhennost v rechi osobennostey
emotsionalno volevoy sfery lychnosti uchiteley logopedov. Psykholyngvistyka, 10, 120129.
6. Fomina N., Leyeva A. (2013). Proyavleniya individualnyh osobennostey lychnosti v
rechevoy productsii na predtekstovom urovne [Individual feature manifestation in speech product
on the pre-text stage]. Psykholingvistyka, 12, 140147.
33

glozman@mail.ru
. . ,

Received March, 14, 2015; Revised April, 12, 2015; Accepted April, 24, 2015
. ,
. ,
, .
,
.
- ()
, ,
,
, .
,
,
,
.
.
,
,
.
.

,
.
: ,
, , .
Glozman, Janna. Semantic and Grammar Categories in Norm and Pathology
Abstract. Categorization is one of the most important human abilities for cognition and reasoning.
The categorization process follows a long ontogenetic development with appropriation of both verbal
notions and human experience. Abstract notions, including grammar categories appear at the final period
of this development. A delayed development of semantic categories is described in special psychology
and medicine as mental retardation (olygophrenia) or slow intellectual development. The types and
mechanisms of underdevelopment or disturbances of grammar categories are not very clear in spite of
their significance for understanding the aphasia, alalia and dysgraphia. The paper analyzes such kinds of
grammar categorization disturbances as troubles of words paradigmatic realizing, secondary
etymologization and transformations of vocabulary internal structure after cortical and subcortical brain
damages as well as in speech development. New experimental methods of study the grammar notions
and grammar semantic relationship are described. The disturbances of grammar notions are explained
through an underdevelopment or damages of the metalinguistic function providing a feed-back, the
control of own communication and ability to adjust it to communicative expectancies of the others. This
function is known as the linguistic feeling. We analyze different understanding of this phenomenon,
, 2015
34
C . 2, 1, 2015
steps of its formation in preschoolers and schoolchildren and its specific disturbances in mentally
retarded children with semantic categories lack.
Keywords: semantics, grammar, words paradigmatic realizing, secondary etymologization,
linguistic feeling.
.
. ,
. , '
, .
, .
-
() ,
, ,
, .

, ,
,
. '
.
,
',
.
.
,
.
: ,
, , .
,
(
, , .), ,
.. .

,
,
(Psykhologichesky slovar 1996:205).

.
, , ,
,
,
,
(Luria 2004).
,
,
, (Op.cit: 306).
35
,
, , .

-
(, ,
, , ).
, , , ,
, .
( )
, , .
, : , ,
, , , .

, , ,
, , ,
.
,
,
, - , , , .
3 ,
: , , ,
?,
,
.

.
,
, ,
, ,
. ,
, .
, ,
.
, ,
. , (5 ),
, , ,
, , ,
. ,
: , ,
.
,
,
36
C . 2, 1, 2015

. ,
( ,
) (, ).
,
, ,

, .
,
,
.
,
( -),
,
.
, ,
,
.
-
(Pevzner 1959).
,
,
, .

.
.
,
, ,
( , /
, .) (Glozman 2004).

.
, ,
3 ,
(, , ) ,
, :
; ; .
3 20 :
,
.

.

37

( ) (
) (Saharny 1978).
- ,
- , ,
,
,
.
,
, ,
, ,
,
.

- (Kalita 1976).
, ,
,
, ,

(Glozman 1975).

( .. )
.
() -
(Glozman 1996).

.

, ,
. ,
, ,
, -
.
(Danilova et al. 2015).

(.1).

, ,
,
.
38
C . 2, 1, 2015
25
%
20
15
10
Normals
PD patients
- categorial organization
Motor aphasias
Sensory aphasias
- situation description
. 1.

.
"linguistic competence", "linguistic
performance" .
( , )
, ,
linguistic performance. ,

.
.

,
. ,

, Bozhovich (1946)

, ,
, ()
( ).

, ,
39
, , ,
(:
, ),
, (),
() ( S. N. Tseitlin, 2000).
(. Bobryk 2000) ,
(
)
?
:
(.. ), (.. ),
(.. ),
" (C. H. ). ,
.

(cit.: Galperin 1959).

: 1)
( )
,

; 2)
,
, - ; 3)

,
,
(Bozhovich 2000).

.
,
.

,
,
. ,
.
.
. . ,
,
(: ();
; ;
), .
40
C . 2, 1, 2015
20 % 1-2
, , ,
.
.
, ,
,
(: "
") ("
").
:
,
, , : " ",
" ". , ,
,
, , "
1 2 , ,
, " (Lalaeva 1993:121).
,
,
, , ,
. .. (1956)

.

References
1. Bobryk, J. (2000). Modern and postmodern visions of the mind. Polish Psychological
Bulletin, 31, 2, 93100.
2. Bozhovich, E. (2000) Etapy razvitiya yazykovoy kompetentsii rebenka [Steps in development
of linguistic competence in child]. In: Linguistic conscience: content and meaning (p. 34). Moscow:
Linguistics Institute Press.
3. Bozhovich, L.I. (1946). Znacheniye osoznaniya yazykovyh kategoriy v obuchenii
pravopisaniyu [Importance of linguistic categories realizing in writing learning]. Izvestiya of Russian
Pedagogical Academy, 3.
4. Danilova, N.N., Strabykina, E.A., Glozman, J.M., Pligina, A.M. (2015) O mekhanizme
kategorizatsii i yego narusheniyah pri parkinsonizme [On categorization mechanism and its troubles in
Parkinsonism] In: Proceedings of the VI Congress of Russian Psychological Association. Moscow. In
Press.
5. Galperin, P. (1959). Razvitiye issledovaniy po formirovaniyu umstvennyh deystviy [Progress
in studies of mental actions formations]. Psychological Science in the USSR, 1 (pp. 441469). Moscow:
Russian Pedagogical Academy Press.
6. Glozman, J. (1975). K voprosu o structure expressivnogo agrammatizma pri raznih formah
afazii [On the structure of expressive agrammatism in different kinds of aphasia]. In: Problems of
aphasia and reeducation (pp. 101115). Moscow: Moscow Univ. Press.
41

7. Glozman, J. (1996). Issledovaniye struktury lexicona pri korkovyh i podkorkovyh
porazheniyah mozga [A study of vocabulary structure after cortical and subcortical brain damages].
Vestnik Moscovskogo Universiteta, 2, 6772.
8. Glozman, J. (2004). Communication Disorders and Personality. New York: Kluwer
Academic/ Plenum Publishers.
9. Kalita, N. (1976). O prirode i makhanizmakh narusheniya nominativnoy funktsii rechi pri
akustiko-mnesticheskoy afazii [On nature and mechanisms of naming troubles in acoustic-mnestic
aphasia]. Ph.D. dissertation. Moscow: Moscow State University.
10. Lalaeva, R. (1993). O chuvstve yazyka u umstvenno otstalyh shkolnikov [On the sense of
language in mentally retarded children]. In: Speech trouble. Methods of assessment and remediation,
(pp. 115122). St. Petersburg: Meditsina.
11. Luria, A. (2004). Lektsii po Obshey Psykhologii [Lectures in General Psychology]. Moscow:
Piter.
12. Pevzner, M. (1959). Deti Oligophreny [Children with Oligophrenia]. Moscow: Pedagogica.
13. Psykhologichesky Slovar [Psychological Dictionary] (1996). V. Zinchenko,
B. Mescheryakov (Eds). Moscow: Pedagogika-Press.
14. Tseytlin, S. (2000) Yazyk i Rebenok. Linguistika Detskoy Rechi. [Language and Child.
Linguistics of children speech]. Moscow: Vlados.
15. Saharny, L. (1978) Proizvodnoye slovo kak component kommunikativnoy nominatsii [A
derivate word as a component of communicative nomination]. In: Psycholinguistic and sociolinguistic
speech determination, (pp. 65181). Moscow: Moscow Univ. Press.
16. Vygotsky, L. (1956). Isbranniye Psykhologicheskiye Issledovaniya [Selected Psychological
Papers]. Moscow: Pedagogika
,
14-18-03253 ,
15-06-10626.
42
C . 2, 1, 2015
Artem Sypko
sipko.artem.aleksandrovich@gmail.com
Iya Hordiyenko-Mytrofanova
ika-gm@mail.ru
Hryhoriy Skovoroda National Pedagogical University of Kharkiv, Ukraine
PLAYFULNESS AS A RELEVANT LEXEME IN THE
BILINGUAL LINGUISTIC CONSCIOUSNESS OF UKRAINIAN PEOPLE
Received March, 15, 2015; Revised April, 26, 2015; Accepted May, 2, 2015
Abstract. The article describes the results of the free association experiment with the stimulus
word playfulness. The total number of respondents amounted to 3,300 people. The analysis of the
associations convincingly proved that in terms of its functioning playfulness is a relevant lexeme in the
bilingual linguistic consciousness of Ukrainian people. The further step of the research was aimed at
revealing common and specific features of respondents representing different profession types:
person-nature, person-person, person-sign systems, person-technology, person-artistic image.
The sample involved 500 people, with 100 people for each profession type, men and women being
equally represented. The overall number of reactions amounted to 2,452 (including word combinations
and sentences (88)), with 270 occurring more than once, and 503 singular reactions. The analysis of the
most frequent reactions revealed certain common features in the verbal behavior of the respondents,
reflected in the lexemes merry-making (96(3.915)), delight (80(3.262)), flirting (79(3.221)),
laughter (70(2.855)), champagne (49(1.998)), a young girl (46(1.876)), children (43(1.754)),
mood (42(1.713)), coquetry (37(1.509)), happiness (31(1.264)), smile (30 (1.223%)). The
analysis of singular reactions revealed the impact of professional activity on the understanding of
playfulness. The procedures of sememic attribution and semic interpretation made it possible to outline
the meanings of the lexeme playfulness and formulate their definitions as a coherent enumeration of
the identified semantic components.
Keywords: playfulness, free association experiment, association field, profession type, verbal
behavior.
, - .

.
(). 3300 .
,
.

: -, -, - ,
-, - . 500 : 100
.
2452 ( (88)),
1 270, 503. ,

(96 (3,915)), (80 (3,262)), (79 (3,221)), (70 (2,855)),
(49 (1,998)), (46 (1,876)), (43 (1,754)), (42 (1,713)),
(37 (1,509)), (31 (1,264)), (30 (1,223%)).
.
Sypko Artem, Hordiyenko-Mytrofanova Iya, 2015
43

'
.
: , , ,
, .
, - . ,
,
.
. 3300 .
,
,
.
: , -, - , -, . 500 : 100
.
2452 ( (88)), 1270,
503. ,

(96 (3,915)), (80 (3,262)), (79 (3,221)), (70 (2,855)),
(49 (1,998)), (46 (1,876)), (43 (1,754)), (42 (1,713)),
(37 (1,509)), (31 (1,264)), (30 (1,223%)).
.

.
: , ,
, , .
Introduction
The present article continues a series of articles devoted to the issue of defining and
describing the psycholinguistic meaning of the word playfulness (GordienkoMitrofanova 2014a, b).
When a society has a paradigm of perceiving culture as a play, where culture
emerges and manifests itself in a play and as a play (Huizinga 2003), this kind of society
imposes certain requirements to the functioning of the subject of activity, whose integrity
and development may be secured by unique personality features.
Previous publications have suggested a hypothesis that playfulness can become one
of the core personality traits (Gordienko-Mytrofanova et al. 2015).
Our proposal is grounded on the works that contain empirical evidence on relations
of playfulness with flow-experiences (Csikszentmihalyi 1975), enhanced group cohesion
(Bowman 1987), creativity and spontaneity (Glynn 1993), intrinsic motivation (Amabile
1994), curiosity, fantasy, sentiment, sensitivity to internal experience, and fugue (Tsuji et
al. 1996), decreased computer anxiety (Bozionelos, Bozionelos 1997), curiosity,
inventiveness and the need to play with novel ideas and innovations (in the concept of
cognitive playfulness in which cognitive playfulness is defined as a characteristic within
an individual that causes them to explore and play with a problem until it is solved)
(Dunn 2004), positive attitudes towards the workplace, job satisfaction and performance,
44
C . 2, 1, 2015
and innovative behavior (Yu et al. 2007), academic achievement (in terms of cognitive
playfulness) (Tan 2009), quality of life (Proyer 2011), strengths of character (Ruch,
Proyer 2011), intellectual curiosity and imagination/creativity, intellectual dexterity and
agility, willingness to experiment with new ideas (playfulness as a learning disposition
that mobilises productive engagement with new learning innovations despite the
restrictions of a traditional learning culture) (Tan, McWilliam 2013).
In the framework of the present theoretical and methodological context, playfulness
is regarded as a constructive strategy of personal behavior, as it can provide individuals
with maximum social adaptability (including high level of role flexibility and depth) both
in a simulation conflict and in unexpected, uncertain and critical situations, without
losing a strongly articulated individual identity.
On the one hand, this treatment of playfulness makes it possible to define it
metaphorically as the unbearable lightness of being (the title of the well-known novel
by Milan Kundera) in terms of compatibility of incompatible strategies (internal and
external, as described by P. Gornostay). However, on the other hand, this compatibility
requires an extremely high level of creativity, since interpreting everyday hardships as
a kind of game displays a creative approach to life. This constructive behavioral strategy
promotes harmonization of a personality, reinforces personal stability and fully satisfies
the need for self-actualization.
The above stated hypothesis and the aforementioned definition of playfulness lead
to the overall reconsideration of the very phenomenon of a play within the cultural and
historical paradigm, as a specific kind of subjects activity, which therefore causes the
notion of playfulness, as a fundamental personality trait, to be thoroughly introduced into
the psychological science.
The latter calls for a psychological experiment, whose final aim is to outline and
describe the psycholinguistic meaning of a given word, which is localized in human
psyche. The necessity to carry out this experiment has already been justified in the works
published earlier (Gordienko-Mitrofanova 2014b).
The sample of 2,902 respondents, featured in our latest paper, proved convincingly
that in terms of its functioning, playfulness is a relevant lexeme in the bilingual
linguistic consciousness of Ukrainian people. It also revealed the influence of gender,
age and profession-related differences on the verbal behavior of the subjects of
association.
In the first place, the aim and the objectives of the present paper focus on
questioning the representativeness of samples in association experiments. Secondly, it
seeks to analyze single individual responses against the profession criteria in order to
identify specific features in the respondents verbal behavior.
Methods
A free association experiment as a method of exploring the word playfulness as a
stimulus word has been conducted. The total number of respondents amounted to
3,300 people, which made it possible to cover all the regions of Ukraine.
In the context of the present research the general statistical population refers to
Ukrainian citizens aged 1860, whose linguistic consciousness is characterized by
bilingualism. This age group represents 55.5% of the entire population of Ukraine (over
45
42 million people). Ukraine has 459 cities, 490 administrative districts, 885 small towns
and 28,450 villages. The country is divided into 24 regions (oblast). Urban population
amounts to 64%, and rural population is 36 %. Ukrainians make up 77.8 % of the
countrys population, whereas Russians represent 17.3 % of the population. Ukraine is
also home to other nationalities: Byelorussians, Moldavians, Crimean Tatars, Bulgarians,
Hungarians, Romanians, Poles, Jews, Armenians, Greeks, Tatars, and others.
The respondents were asked to respond to the stimulus word playfulness with any
five words that first occurred to them. The respondents were supposed to work in the
framework of visual modality (a written survey). Originally, the statistical sample was
selected according to the requirement of homogeneity, first of all against such criteria as
age and gender. The preliminary analysis of the association field and individual
reactions shows that association patterns depend on education and professional
background. That is why, another criterion was introduced, i.e. profession.
The study
As N. Ufimtseva noted, the association field derived in the course of the association
experiment is not only a fragment of a persons verbal memory, but also a fragment of
the world image of some particular ethnos, reflected in the consciousness of an average
representative of this particular culture, as well as their motives, values and,
consequently, their cultural stereotypes (Ufimtseva 2006). The nature of reactions
within the association field illustrates the usage patterns of this word, revealing the
content which is psychologically relevant for the speakers of this language. This must be
the reason why association experiments have not lost their validity until now.
The question arises how many respondents have to be interviewed so that the
achieved result of the association experiment could be considered valid. The practice of
conducting association experiments, reflected in particular in the Associative Thesaurus
of Russian compiled by Yu. N. Karaulov, G. A.Cherkasova, N. V. Ufimtseva,
Yu. A. Sorokin, and E.F.Tarasov and in the Associative Thesaurus of English (microfilm
version) complied by G. R.Kiss, C. A.Armstrong, and R.Milroy demonstrates that
100 reactions to each stimulus prove to be enough. Exceeding the number of respondents
beyond 100 has no significant influence on the proportion of the most frequent reactions.
We are not going to quote other leading experts in this filed. It is sufficient to say
that our own experience of conducting association experiments proves that the minimum
number of respondents is governed by the aims and objectives of the research, as well as
by the total population, i.e. the hypothetical set of all the items about which a researcher
is intended to provide comprehensive and undistorted information, if only the researcher
does want to provide this information, of course.
In this connection, a question arises if there is such a thing as a minimum number of
respondents, which is obligatory for all association experiments. We claim that there is
no such thing. The procedure of selecting a group of respondents in each association
experiment has its own inner logic determined by the aims and objectives of the
experiment.
Before we go on to discuss the results, it is considered worthwhile to say a few
words about the profession criterion. Here we rely on the typology developed by
. . Klimov, where all professions are classified according to the object of labor the
46
C . 2, 1, 2015
worker deals with, the instruments of labor (if the worker uses machines or manual
tools), etc. Thus, all the professions are divided into the following types: person
nature, person technology, person person, person sign systems, person
artistic image (Klimov 2004:158198).
Discussion and results
Interestingly, there was only one questionnaire that contained associations both in
Russian and in Ukrainian: (Rus.selfness), (Rus. protest),
(Rus. a little goat), (Rus. a green dress),
(Ukr. sincerity), (Rus. gloom), (Rus. not living your
own life), (Rus. granddaughters), (Rus. hope). The
respondent was a woman, aged 52, working as a university teacher of psychology in the
city of Sumy. It brings us to the conclusion about the well-established bilingualism
characteristic of Ukrainian people.
The ideal sample organized according to the profession criterion involved
500 respondents, with 100 people for each profession type, men and women being
equally represented (50 people of either sex).
The overall number of reactions amounted to 2,452 words, including 88 word
combinations and full sentences, 270 words that were repeated and 503 individual words.
The analysis of the most frequent reactions, obtained in the course of the free association
experiment, revealed certain common features in the verbal bahaviour of the
respondents, reflected in the lexemes merry-making, delight, flirting, laughter,
champagne, a young girl, children, mood, coquetry, happiness smile and
mood. Table 1 shows a fragment of the association field with the frequency of
responses being more than 30.
Table 1
Association field with the frequency of responses
Associations
merrymaking
delight
flirting
laughter
champagne
a young girl
children
mood
coquetry
happiness
smile
Frequency
and share
(%)
96 (3.915)
80 (3.262)
79 (3.221)
70 (2.855)
49 (1.998)
46 (1.876)
43 (1.754)
42 (1.713)
37 (1.509)
31 (1.264)
30 (1.223)
Profession type and frequency

personperson- person- person- personnature technology person
signartistic
systems
image
18
19
15
26
18
23
18
15
8
10
6
9
8
14
6
15
13
8
5
6
5
12
8
4
4
14
19
18
13
7
11
2
12
5
8
13
14
17
15
12
11
8
6
3
8
15
15
12
8
11
10
11
3
5
4
47
On the stage of sememic attribution, associative reactions were divided into

groups according to their denotative indications. The division was performed with
the help of lexicographic description of the adjective playful (see our previous
publication). As a result, separate meanings of playfulness (different sememes)
were outlined and actualized in the course of the experiment. What is more, each
sememe is represented as a set of particular reactions. Due to the limited volume of
the present paper, the procedure of sememic attribution of reactions will be
illustrated with the help of only one of the meanings of playfulness, MERRYMAKING, as an example.
Playfulness (500 respondents)
1. (316 reactions (12.887%)) merry-making 96; laughter 70; guffaw 1;
champagne 49; sparkling wine 1; wine 14; alcohol 6; cocktail 3; mojito 1; booze 1;
vodka 1; entertainment 11, entertainments 2; fun 7; to enjoy oneself 1; to make fun
1, holiday 16; carnival 2; dancing 7; round dance 2; waltz 1; music 5; good music 1;
party 3; drunken party 1; get-together 1; inebriation 2; air balloons 1; balloons 1; a
balloon 1; tinsel 1; paper streamers 1; candles 1; marshmallow 1; sweets 1; a song
1; songs 1 the meaning MERRY-MAKING.
The reactions obtained at the stage of seme interpretation were considered as
linguistic representations of semantic components (sems) of the stimulus word.
Semantically related associates were pooled together, and their frequencies were
summed up. The figures in the square brackets below show the summarized
frequencies. Apart from semantically related associates, this summarization
procedure also involved cognate associates, periphrases, etc, i.e. those associates
whose verbal forms nominate one and the same semantic component. After that, the
sems of the identified meanings were arranged in a coherent definition. The latter is
formulated as a coherent consecutive enumeration of interrelated semantic
components of each meaning, which were identified in the course of the
experiment. Each meaning is formulated separately, and each sems is accompanied
by a figure that corresponds to the number of respondents.
Playfulness (500 respondents)
1. (316 reactions (12.887% )) playfulness is a state of merry-making 96, the
emotional representation of which is laughter 71 [guffaw 1]; (merry-making) may
be caused by drinking champagne 50 [champagne 49, sparkling wine 1] or some
other alcohol 26 [wine 14, alcohol 6, cocktail 4 [cocktail 3, mojito 1], vodka 1,
booze 1]; which (alcohol) may cause the state of inebriation 2; or (merry-making)
may also be caused by various kinds of entertainments 22 [entertainment 11,
entertainments 2; fun 7; to enjoy oneself 1; to make fun 1]; dancing 10 [dancing 7,
round dance 2; waltz 1,]; music 6 [music 5, good music 1]; songs 2 [song 1, songs
1], i.e. attributes (alcohol and entertainments) that are typical of a holiday
18 [holiday 16, carnival 2]; on the occasion of which a party 5 is organized [party
3, drunken party 1, get-together 1]; with balloons 3 [air balloons 1, balloons 1, a
balloon 1], paper streamers 2 [tinsel 1, paper streamers 1]; candles 1; sweetmeats
marshmallow 1, sweets 1 the meaning MERRY-MAKING.
Such is the definition of playfulness in the meaning of MERRY-MAKING
as it exists in the common sense of the respondents.
48
C . 2, 1, 2015
The analysis of periphery reactions (less than 10) showed that such profession
types as person-nature , person-technology, and person-artistic image have
their own subjective emotional way of perceiving colours: (yellowish-green, black
1), (red, black 1) and (red 2, pink 1) respectively.
The association technique reflects both cognitive structures that stand behind
the linguistic meaning and individual peculiarities of respondents, i.e. their personal
connotations and prior experience. Therefore, the individual perception of the
words denotative meaning should necessarily be considered when defining the
psycholinguistic meaning of the word playfulness. The discrepancy on the level
of single individual responses can be rather big. It is not surprising, as the
association field of any stimulus word is influenced by a lot of factors, including
individual preferences.
However, it does not prove to be characteristic of our case, which confirms our
assumption as to the universal nature of playfulness as a personality trait.
Nevertheless, certain specific features are still to be traced when analyzing singular
individual responses.
It is discovered that the representatives of person technology and person
artistic image profession types tend to correlate playfulness with their professional
activity. Person technology 12 (13 % of the total number of words): wax,
spindler rotation, stone, computer, to adjust a lathe, to regulate a line, to handle
equipment, welding, steel chip, a lathe, plaster, electrodes.
Thus, the representatives of person-technology profession type clearly tend
to associate playfulness with a subjective image of technological process (how?)
and a lathe (with the help of what?), i.e. those components of technology that have
immediate impact on the visual analyzer together with certain kinesthetic sensations
that also contribute to the act of perception. Most singular individual responses are
connected either with the technological process or its stages (to adjust a lathe,
spindler rotation, to regulate a line, to handle equipment, welding,
plaster), that refer to deliberate actions that aim at changing and (or) defining the
condition of the object of labour (wax, stone, steel chip, electrodes).
Person artistic image 19 (17 %): waltz, guitar, clay, illumination, musician,
music score, image, hue, palette, parody, song, to paint, a wall painting, pictures,
stage, a successful show, good music, black paper, cabaret song.
Instead of associating playfulness with the creative process as such, the
representatives of person artistic image profession type tend to associate it with
the subjective perception of professional attributes and tools (guitar, palette),
material (clay, black paper), means (illumination, music score, hue), a
place for theatrical performance (stage) and by all means the final product of
creative activity (waltz, parody, song, good music, cabaret song, a
wall painting, pictures).
A conclusion can be made that it is when comparing singular responses of the
above mentioned profession types, one can identify a certain peculiarity of person
artistic image type. As it is stated by E.A. Klimov, this peculiarity lies in the fact
that a significant proportion of labor is concealed from outsiders. Moreover, it is
49
not uncommon that extra effort is put in order to create a feeling of lightness and
effortlessness of the final product (Klimov 2004).
As for the analysis of periphery association fields of the other profession types,
with frequency of reactions being more than 1 and less than 10, it also reveals the
impact of professional activity on the understanding of playfulness. It is quite logical.
As V.P.Zinchenko claims, a perceptive image serves as a regulator of activity. On the
other hand, however, activity is a fundamental condition for the development of
perception. What and how a person perceives depend on what he does and how he
does it. In the context of practical activity, perception becomes a deliberate process of
exploring the reality (Meshherjakov, Zinchenko 2003). In other profession types,
however, this pattern is not so accentuated, which is explained by the specific nature
of professional activity of person technology and person artistic image
profession types.
The analysis of singular reactions also made it possible to point out
associations-definitions of playfulness which are verbal representations of the
essence of the profession: social intelligence, hue.
Conclusions
At the current stage of the free association experiment common features have
been revealed in the verbal behavior of respondents grouped according to
profession criterion, being reflected in the lexemes merry-making (96 (3,915)),
delight (80 (3,262)), flirting (79 (3,221)), laughter (70 (2,855)),
champagne (49 (1,998)), a young girl (46 (1,876)), children (43 (1,754)),
mood (42 (1,713)), coquetry (37 (1,509)), happiness (31 (1,264)) and
smile (30 (1,223%)).
The findings of the analysis of periphery association fields were in line with
expectations. The results indicate that professional activity has the impact on the
understanding of playfulness, as it is influenced by the perception of objects,
phenomena and processes. It is evident, since perception is indispensible for
adequate orientation in the surrounding environment.
References
1. Gordienko-Mitrofanova, I. V. (2014). Psikhologicheskaya interpretatsiya leksikograficheskogo opisaniya slova igrivyy [Psychological interpretation of lexicographic description of
the word playfulness]. Problemy Suchasnoyi Psikholog, 25, 8398.
2. Gordienko-Mitrofanova, I. V. (2014). Leksikograficheskoe znachenie slova igrivost'
(podgotovitel'nyy etap psikholingvisticheskogo eksperimenta) [Lexicographic meaning of the word
playfulness (preparatory stage of the psycholinguistic experiment)]. Psyhologichni Perspektyvy
Psikholohyi, 24, 7688.
3. Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic
Psychology, 15, 4163.
4. Bowman, J.R. (1987). Making work play. In: Meaningful Play, Playful Meanings (pp. 61
71). G.A. Fine (ed.). Champaign, IL: Human Kinetics.
5. Glynn, M.A., & Webster, J. (1993). Refining the nomological net of the Adult Playfulness
Scale: personality, motivational and attitudinal correlates for highly intelligent adults. Psychological
Reports, 72, 10231026.
50
C . 2, 1, 2015
6. Amabile, T.M., Hill, K.G., Hennessey, B.A., Tighe, E.M. (1994). The Work Preference
Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and
Social Psychology, 66(5), 950967.
7. Tsuji, Hit., Tsuji, Hei., Yamada, S., Natsuno, Y., Morita, Y., Mukoyama, Y., Hata, K.,
Fujishima, Y. (1996). Standardization of the Five Factor Personality Questionnaire: Factor structure.
International Journal of Psychology, 31, 103217.
8. Bozionelos, N., & Bozionelos, G. (1997). Psychology of computer use: XLVIII: Relation
between playfulness and computer anxiety. Psychological Reports, 81, 956958.
9. Dunn, L. L. S. (2004) Cognitive playfulness, innovativeness, and belief of essentialness:
Characteristics of educators who have the ability to make enduring changes in the integration of
technology into the classroom environment. Ph.D. dissertation. Retrieved from:
http://digital.library.unt.edu/ark%3A/67531/metadc4620/
10. Yu, P., Wu, J-J., Chen, I., Lin, Y.T. (2007). Is playfulness a benefit to work? Empirical
evidence of professionals in Taiwan. International Journal of Technology Measurement, 39(3/4),
412429.
11. 10. Tan, J. P-L. (2009) Digital kids, analogue students: A mixed methods study of
students engagement with a school-based Web 2.0 learning innovation. (Unpublished doctoral
dissertation.) Centre for Learning Innovation, Faculty of Education Queensland University of
Technology, Australia.
12. Proyer, R.T. (2011). Being playful and smart? The relations of adult playfulness with
psychometric and self-estimated intelligence and academic performance. Learning and Individual
Differences, 21, 463467.
13. Proyer, R.T., Ruch W. (2011). The virtuousness of adult playfulness: the relation of
playfulness with strengths of character, Psychology of Well-Being: Theory, Research and Practice,
1, 4.
14. Tan J., McWilliam E.(2013) Cognitive playfulness, creative capacity and generation.
Lifelong education: the XXI century, 2, 19. doi: 10.15393/j5.art.2013.2090.
15. Huizinga, J. (2003). Homo Ludens, Moscow: Ayris-press.
16. Gordienko-Mytrofanova, I., Sypko, A. O., Sukhan, V. A. The influence of gender, age
and profession-related differences on the verbal behavior of the subjects of association. Retrieved:
01.03.2015 from http: // fund-issled-intern.esrae.ru/5-63.
17. Ufimtseva, N. V. (2006) Psikholingvistika i mezhkulturnaya kommunikatsiya
[Psycholinguistics and cross-cultural communication]. Rechevaya deyatelnost. Yazykovoe
Soznanie. Obshchayushchiesya Lichnosti. Moscow; Kaluga: Eydos.
18. Klimov, E.A. (2004). Psikhologiya professional'nogo samoopredeleniya [Professional
self-determination in psychology], Moscow: Akademiya.
19. Meshherjakov, B., Zinchenko, V. Vosprijatie [Perception]. In: Bol'shoj psihologicheskij
slovar'
[Big
Psychology
Dictionary].
Retrieved:
01.03.2015
from
http://www.gumer.info/bibliotek_Buks/Psihol/dict/03.php.
51

diana_kalischuk@ukr.net

alexandr.lutsk.ua@gmail.com
,
FREEDOM

Received April, 5, 2015; Revised April, 25, 2015; Accepted May, 8, 2015
. FREEDOM

. .
,
,
.
, , . FREEDOM
. -,
.
FREEDOM ,
-
.
FREEDOM -
,
.
: , , , ,
, .
Kalishchuk, Diana, Lazuka, Oleksandr. Verbalizing the Concept of Freedom in the Cold
War U.S. Political Discourse
Abstract. The article describes the peculiarities of verbalization of the concept FREDOOM as one
of the basic concepts in American political discourse in the period of Cold War. The concept is viewed
as a cognitive phenomenon. The analysis of the concept FREDOOM is carried out on the material of
political discourse as one of the types of institutional discourse in which the sender and recipient acquire
certain social roles, depending on their participation in political life. The description of the concept is
carried out by constructing the nominative field of the concept, namely: the core and the periphery. The
article covers the analysis of the structure of the core, which was conducted in two stages. During the
first stage the core of the concept in the professional politicians' discourse was built, language means for
which were selected from the speeches of political leaders. During the second stage, the core of the
concept under consideration was built in the discourse of ordinary citizens. The linguistic means for that
stage of investigation were collected from respondents-voters by interviewing, using the method of
synonymic replacement. The analysis allowed to distinguish and describe the similarities and differences
in the core of the concept FREEDOM in the discourse of politicians-professionals and voters ordinary
citizens, enabled to define the relationship and connection of characteristics of the investigated core with
geopolitical events.
Keywords: political discourse, concept, nominative field of the concept, core, key lexeme,
synonymous extension.
, , 2015
52
C . 2, 1, 2015
, . O Freedom

. FREEDOM

. .

,
, .
, , .
FREEDOM .
-,
.
FREEDOM ,
-
.
FREEDOM -
,
.
: , , , ,
, .

,
,
.

, .
. . (Maslova 2001). ,
,
- ,

, (Maslova 2001).

- (Denisenko et al. 2007).
FREEDOM, ,
,
(Denisenko et al. 2007).
,
,
, (
) .
FREEDOM
, /
,
.
53
,
.
.
, (Popova, Sternin 2002),
. . . ,
,
, ,
, ,
(Popova, Sternin 2002).
. , , (Telia 1996).
,
(Telia 1996).
, ,
, , , .

,
, ,
. ,
,
.

. , . . ,
,
, (Denisenko et al.
2007), FREEDOM
.
,
FREEDOM , ,
.
FREEDOM
,
, .

, .
,
.
FREEDOM

FREEDOM
, : MerriamWebsters English Dictionary, Collins English Thesaurus, Oxford Advanced Learners
Dictionary, Longman Dictionary of Contemporaty English, Websters Third New
International Dictionary of the English Language .
54
C . 2, 1, 2015
freedom (
) liberty
rights, FREEDOM. ,
, : independence, sovereignty,
privilege, choice, prerogative, autonomy, self-determination, emancipation, volition,
exemption, frankness, opportunity, generousity, (self) government,
( 16).
,
,
. (
) ( )
, . . (Leontyev,
Shakhnarovich 1983).
80
.
(. ).
(E-mail, , , ,
, ) FREEDOM,
, .
,
1970- . 1970- .
,
Miller Center (The Miller Center 2015).
,
, , 1970- ,
.

, , ,
,
, -,
.
Miller
Center (The Miller Center 2015): 19601989
(Social Change & Soviet Relations) 1989
.

. ( ,
),
304 160 . (5 ,
32 . ).
10 : RIGHTS, (SELF) GOVERNMENT, CHOICE,
OPPORTUNITY, INDEPENDENCE, LIBERTY, PRIVILEGE, SOVEREIGNTY,
EXEMPTION, AUTONOMY. . 1.
55

(SELF)GOVERNMENT
LIBERTY
PRIVILEGE
EMANCIPATION
RIGHTS
OPPORTUNITY
AUTONOMY
SELF-DETERMINATION
CHOICE
INDEPENDENCE
SOVEREIGNTY
RIGHTS
30%
(SELF)GOVERNM
ENT
40%
CHOICE
8%
SOVEREIGNTY
1%
AUTONOMY
1%
LIBERTY
6%
PRIVILEGE
3%
INDEPENDENCE
5%
OPPORTUNITY
6%
. 1.
. 1 , FREEDOM ,
, , - (. ,
. , . . , . . , . . ,
. . , . . ),
.
,
GOVERNMENT (
, ), ,
, 40 %
.
CHOICE, LIBERTY, OPPORTUNITY
INDEPENDENCE . ,
AUTONOMY SOVEREIGNITY ,
1 %. FREEDOM
.
,
FREEDOM , 1970- , :
LIBERTY 78 %, GOVERNMENT 9 %, CHOICE 5 %, AUTONOMY 2 %,
OPPORTUNITY 2 %, RIGHTS 2 %, INDEPENDENCE 2 %.
. 2.
LIBERTY
GOVERNMENT
CHOOSE
OPPORTUNITY
RIGHTS
INDEPENDENCE
AUTONOMY
LIBERTY
78%
GOVERNMENT
9%
INDEPENDENC
E
2%
RIGHTS
2%
OPPORTUNITY
2%
AUTONOMY
2%
CHOOSE
5%
. 2.
FREEDOM
56
C . 2, 1, 2015
LIBERTY,
, , ,
.
, , .
GOVERNMENT CHOICE ,
.
, . , RIGHTS
2 % .
, ,
:
,
, .
INDEPENDENCE OPPORTUNITY
,
.
FREEDOM
- ,
,
. GOVERNMENT CHOICE,
,
,
.
RIGHTS 15 ,
, , ,
. INDEPENDENCE OPPORTUNITY,
,
,
, .
,
FREEDOM ,
FREEDOM ,

, ,
, , ,
.

References
1. Babushkin, A. (1998) Obyektivnoye i Subyektivnoye v Kategorizatsii Mira [Objective
and Subjective in the Categorization of the World]. Obshchiye Problemy Stroyeniya i Organizatsii
Yazykovykh Kategorii, 2831.
2. Collins English Thesaurus. (2011). Harper Collins Publishers.
57

3. Denisenko V., Klimonchuk V., Pryvalov Yu. (2007). Dyskurs Svobody: Utopiya Chi
Realnist Vyboru [The Discourse of Freedom: Utopia or the Reality of Choice]. Lviv:
Astrolyabya.
4. Extract from George Bush and Tony Blair's press conference at the White House. (2006).
Retrieved from: http://www.theguardian.com/world/2006/may/26/politics.usa.
5. Leontyev, A., Shakhnarovich, A. (1983) Psikholingvisticheskiye Problemy Semantiki
[Psycholinguistic Problems of Semantics]. Moscow: Nauka.
6. Longman Dictionary of Contemporary English. (2000). Edinburgh Gate, Harlow: Pearson
Education.
7. Maslova, V. (2001) Lingvokulturologiya [Linguistic Cultural Studies]. Moscow:
Akademiya.
8. Merriam-Websters Dictionary and Thesaurus. (2006). Springfield, Massachusetts, USA.
9. Oxford Advanced Learners Dictionary. (2001). Oxford: Oxford University Press.
10. Popova, Z., Sternin, I. (2002) Yazyk i Natsionalnoye Soznanie. Voprosy Teorii i
Metodologii [Language and National Consciousness. Issues of Theory and Methodology].
Voronezh: Voronezh Humanitarian University.
11. Prikhodko, A. (2008) Kontsepty i Kontseptosystemy v Kohnityvno-Dyskursyvnii
Paradyhmi Lnhvistyky [Concepts and Contseptosystems in Cognitive-Discursive Paradigm in
Linguistics]. Zaporizhzhya: Premyer.
12. Telia V. (1996). Rol Obraznykh Sredstv Yazyka v Kulturno-Natsyonalnoy Okraske
Miroponimaniya [The Role of Figurative Means of Language in Cultural and National Coloring of
the Worldview]. tnopsikholingvisticheskie Aspekty Prepodavniia Inostrannykh Yazykov, 8587.
13. The Miller Center. (2015). Retrieved from: http://millercenter.org/.
14. Websters Third New International Dictionary of the English Language. (1986).
Springfield, Massachusetts, USA.
A
QUESTIONNAIRE
Name ___________________
Age ____________________
Gender __________________
Country _________________
Instructions:
Please substitute the underlined word with any suitable synonym or synonymous expression
without changing the meaning of the utterance.
I dont believe freedom is just a concept only for America or Great Britain. Its a universal
concept. And it troubles me to know that there are people locked in tyrannical societies that suffer.
And the United Nations ought to be clear about its desire to liberate people from the clutches of
tyranny. Thats what the United Nations ought to be doing, as far as Im concerned.
58
C . 2, 1, 2015

psycholing.elab@gmail.com
-
,

Received March, 20, 2015; Revised April, 6, 2015; Accepted April, 14, 2015
.
, ;

() , .
,
,
;
, ,
;
, ,
,
; , :
,
, ;
,
, ;
, ,
- (, , ), ,
, ,
, , ;
, , ,
, , ,
;
, .
: , , , , .
Kalmykova, Larysa. Speech Activity as a Component of the Psycholinguistics Object
Abstract. The article deals with the problem of formation in psychology and psycholinguistics of
the phenomenon of speech activity, dynamic changes in its definition and specification. The results of
comparative analysis of psycholinguistics and its categorical apparatus development in foreign and
Eastern European (domestic) science has been given. Much attention in this article is paid to theoretical
sources of speech activity, which later evolved into psycholinguistics, where speech activity as one of its
research object was singled out. Speech activity and language are viewed as components involved in
formation and operation of mental reflection, as well as in mediating of human activity by this
reflection;. Among other items psycholinguistics traditionally focuses on are individual emotional and
motivational components (needs, motives, goals), ctivity, correspondence of the object of activity to its
motive, availability of product and result of this activity, planning, structuring, aiming, etc. Speech
, 2015
59

activity is treated as an independent activity with a specific speech motive, in particular, sense
formulation and sense formation.
Keywords: speech, performance, activity, psycholinguistics, mechanisms.
.
.
,
;
() ,
.
, ,
;
, ,
; ,
,
, ,
, :
,
,
;
. : ,
; ,
, -
(, , ), ,
, , , ,
;
, , , ,
, ,
;
, .
: , , , , .

, . ,
, 90- .
.
; .

, .
,

, .

. .

.
60
C . 2, 1, 2015
,
.

,
. ,

. . . . .

.
. . .
.
,
.

. . , . . ,
. .
.
.

. .
. ,
, ,

. ,
, - ,
, ,
(Leontyev 2003). ,
. . ,
(Rumyantseva 2004).
1958 ,
,
. . ,
. . ,
, 1966 .
, . . ,
,
( , , , , ,
), ,
(Leontyev 1969).
,
, , (
)
61
.
,
(Leontyev 1969).
(
) ,
(Leontyev 1990).
,
, .

, .
, ,
(Leontyev 2003).
,
(Leontyev 1997). ,

(Psikhologiya: Slovar 1990)
, . . 2003 .,
...
, ,
(Leontyev2003:19). ,
, ;
,
,
, (Leontyev 2003).
...
, ,
(Leontyev 1974:12). ,

,
(Leontyev 2003:20).
. .
,
.
, , ,
; ;

, : ,
. ,
. , , ,
. ,
. :
, ,
;
, .
62
C . 2, 1, 2015
-
(Leontyev 1990).
,
,
.
, ,
, (Leontyev 1969:27).
. . , ... ,
, , , ,
,
(, , , ).
.
, , ,
,
, (Leontyev 1990:412).
: ,
, (,
). ,
,
.
, , ,
(Leontyev 2003:63).
, . . , ... ,
,
. , , ,
, -
(Leontyev 1969:27). ,
. ,
,
, .
.
, .
.
. .
, , ...
(Leontyev 1969:27).
, : ...

(Leontyev 1969:27).
. . ,
, , , ()
()
(, ), (Zimnyaya 2001:51).
, ,
63
, .
, , ,
, , ,
(Zimnyaya 2001).
, ,
, , ,
. , , ,
, ,
, . , ,
, ,
.
: ( ),
,
, . , - ,
: , , ,
(Rumyantseva 2004).
,
. . , , , ,
, ,
, ,
( ,
( ) ),
- (. . ),
, (Rumyantseva
2004). , , . .
, .
(Rumyantseva 2004:33). ,
,
, . . ,

, , (Leontyev 2003:63).
, ...
: ,
, , , ,
(Rumyantseva 2004:27).
, ... , ,
, (Rumyantseva 2004:27).

,
:
,
, ,
, , , , ,
64
C . 2, 1, 2015
, ,
, ;
( ), , - ( -,
. . ) .
, .
- ,

- . ,
, (Zimnyaya 2001).
. . , ,
, , .
(Vygotsky 2000). ,
, ,
.
(
),
( )
(Zimnyaya 2001:58).
( .
. .), ,
,
(Leontyev 1969:26), ,
. ,
. . , (Zimnyaya 2001),
, ,
( ). . . ,
, :
1) ; 2) ; 3) ; 4) (Leontyev 1974).
().

(Zimnyaya 2001:59). ,
(. . ) ,
.
, . . , .
, , .
() (,
) , .
,
- .

, , , .

65
,

.
,
. ,
, ,
, , .
'
(Zimnyaya 2001);

( , ),
, , , ,
. ,
;

, , . . ,
, ,
,
(Rubinshteyn 2000). , ,
, , ,
, . ,
, .
, .
, (Zimnyaya 2001);
,
, ,
. , ,
, ,
.
, ,
, , ,
.
, .
(, ) -
;
(Zimnyaya 2001).
,
, .
, ,
:
(Kalmykova 2010).
.
,
66
C . 2, 1, 2015
, ,
( ) , .
, , , , ,
. .

References
1. Vygotsky, L. (2000). Mysl i Slovo [Thought and Word]. Psychology. 462512.
2. Zimnyaya, I. (2001). Lingvopsihologiya Rechevoy Deyatelnosti [Linguopsychology of Speech
Activity] Moscow: MODEK.
3. Kalmykova, L. (2010). Rozvytok Movlennyevoyi Diyalnosti Ditey Doshkilnoho Viku [Speech
Development of Preschool Children]. Pereyaslav-Khmelnytskyi: SKD.
4. Kalmykova, L. (2010). Psykhologiya rozvytku movlennyevoyi diyalnosti ditej doshkil`nogo
viku [Psychology of preschoolers development of speech]. Unpublished Doctoral dissertation. Kyiv.
5. Leontyev, A. (1969). Psikholingvisticheskie Edinitsy i Porozhdenie Rechevogo Vyskazyvaniya
[Psycholinguistic Units and Production of Speech Utterance]. Moscow: Nauka.
6. Leontyev, A. (1969). Yazyk, Rech, Rechevaya Deyatelnost [Language, Speech, Speech
Activity]. Moscow: Prosveshchenie.
7. Leontyev, A. (1990). Psikholingvistika [Psycholinguistics]. Linguistic Encyclopedic
Dictionary. Moscow: Sovetskaya Entsiklopediya, 404405.
8. Leontyev, A. (1990). L. S. Vygotsky [L. S. Vygotsky]. Moscow: Prosveshchenie.
9. Leontyev, A. (1997). Psikhologiya Obshcheniya [Psychology of Communication]. Moscow:
Smysl.
10. Leontyev, A. (2003). Osnovy Psikholingvistiki [Fundamentals of Psycholinguistics].
Moscow: Smysl; S.-Petersburg: Lan.
11. Leontyev, A. (1974). Obshchee ponyatie o deyatelnosti [General notion on activity]. Osnovy
Teorii Rechevoy Deyatelnosti, 520.
12. Leontyev, A. (1974). Deyatelnost. Soznanie. Lichnost [Activities. Consciousness.
Personality]. Moscow: Izdatelstvovo Politicheskie materialy.
13. Psikhologiya: Slovar (1990) [Psychology: dictionary]. V. A. Petrovsky, M. G. Yaroshevsky,
Eds. Moscow: Politizdat.
14. Rubinshteyn, S. (2000). Osnovy obshchey psikhologii [Fundamentals of general psychology].
S.-Petersburg: Piter.
15. Rumyantseva, I. (2004). Psikhologiya rechi i lingvopedagogicheskaya psikhologiya
[Psychology of speech and ligvopedagogical psychology]. Moscow: PER SE; Logos.
67
Oleksandr Kapranov
oleksandr.kapranov@if.uib.no
University of Bergen, Norway
SELF-SELECTION AT THE CANDIDATE LEVEL
OF SIMULTANEOUS INTERPRETING
Received March 3, 2015; Revised April, 2, 2015; Accepted May, 3, 2015
Abstract. This article aims at outlining the role of self-selection in the decision by the
potential students of simultaneous interpreting, i.e. interpreter candidates, to apply for a university
programme in simultaneous interpreting. The role of self-selection is investigated by means of a
psycholinguistic experiment involving the potential students written reflections on the topic Why
I Chose to Apply for a University Programme in Simultaneous Interpreting. The experiment is
conducted with six interpreter candidates (further referred to as participants) who want to apply
for university translation and interpreting programmes at Stockholm University (Sweden),
Brussels Free University (Belgium) and University of Seville (Spain) respectively. The studys
specific objective is to identify main categories involved in the participants self-selection of the
university programme in simultaneous interpreting. The participants are instructed to write a
500 words essay on the topic Why I Chose to Apply for a University Programme in Simultaneous
Interpreting. The corpus of the participants essays is subsequently tagged in computer program
CLAN in order to facilitate the identification of the self-selection categories. Data analysis reveals
that the most frequent categories involved in self-selection are Interest, Communication with
other people, Another identity, Novelty and Interpreting as a natural choice respectively.
Keywords: simultaneous interpreting, self-selection, psycholinguistics, interpreter
candidates, application for a university course in simultaneous interpreting.
.

. C
.
,
/ .
( ),
(),
() ().
,
. '
CLAN .
, ,
, , ,
, .
: , , ,
-,
.

.
.
68
Kapranov Oleksandr, 2015
C . 2, 1, 2015
,
/
. ,

(), ()
().
CLAN .
, ,
, , ,
, .
: , , ,
-, .
Introduction
Simultaneous interpreting is a complex bilingual meaning-oriented verbal task
involving concomitant activities of listening, analysing, comprehending, translating,
editing and reproducing in real time under externally controlled input in the source
language. The simultaneity of comprehension in the source language and speech
production in the target language is considered a salient characteristic of
simultaneous interpreting (Kapranov et al. 2008). The complexity of simultaneous
interpreting has been among the research foci of psycholinguistics starting from
seminal work of Goldman-Eisler (1972) and her colleagues (Barik 1975). From the
vantage point of psycholinguistics, research topics in simultaneous interpreting
typically involve attention-sharing, concurrent activation of the two languages,
attention allocation, on-line chunking of the input, temporary storage and meaning
extraction of large chunks of the input language, verbal fluency, monitoring while
listening, coordination of listening, memory and speech production, access to new
input while reformulating (Albl-Mikasa 2013; Giles 1999; Ivars & Calatayud 2013;
Kurz 2003; Moser-Mercer 2000). Building upon a cornucopia of previous research
in psycholinguistic aspects of simultaneous interpreting (House 2013; Seeber 2013),
the present article seeks to outline the problem of self-selection in choosing the
course in interpreting, i.e. why a potential student of interpreting chooses to apply
for a university programme in simultaneous interpreting. Meta-analysis of literature
in the field of interpreting and translation studies indicates that self-selection is an
underresearched area (Takeda 2010). In contrast with translation and interpreting
studies, there is abundant literature in psychology and psycholinguistics involving
the concept of self-selection (see Kapranov 2014 for a meta-analysis of selfselection in these two scientific fields). Whilst self-selection is often referred to as
noise (Bellman & Varan 2012), an insight into the process of self-selection of the
interpreter candidates can contribute to identifying an extra variable in the complex
process of skills acquisition by a simultaneous interpreter. Hence, the main focus of
this article is to identify categories involved in the process of self-selection of a
university course in interpreting and translation studies by potential interpreter
candidates. Following the view of simultaneous interpretation as a dynamic
phenomenon (de Bot 2000; Kapranov et al. 2008; Kapranov 2009), self-selection in
the present article is regarded as one of the variables comprising a complex and
dynamic space of skills and abilities of a simultaneous interpreter. The complexity
69
involves not only various skills, but also affective and attitudinal factors, such as
self-efficacy, self-awareness, self-confidence, self-concept and self-selection
amongst a plethora of other possible variables (Bolaos-Medina 2014:198).
The abilities and skills interpreter candidates should possess are welldocumented (Kapranov & Vik-Tuovinen 2008; Macnamara et al. 2011; Seeber
2013; Shlesinger & Pchhacker 2011). Previous research is indicative of two
mutually exclusive claims in relation to the interpreters skills and cognitive
abilities: First, it is suggested that skills required for the complex task of
simultaneous interpretation are innate (Macintosh 1999). Second, the
aforementioned assumption is contested by interpreter training schools and
researchers indicating that intensive interpreter training leads to the special skills
development (Russo 2011). However, recent publications are suggestive of an
important variable relevant to aspiring interpreters, namely the assumption that there
are gifted and ungifted interpreter candidates (Rosiers et al. 2011). Factoring this
argument in, admission into interpreter training programmes presupposes aptitude
testing for interpreter candidates. In this regard, interpreter candidates aptitude tests
with predictive power involve testing their lexical knowledge, working memory
capacity, verbal fluency and other variables (Shlesinger & Pchhacker 2011;
Timarov & Salaets 2011). However, interpreter candidates aptitude testing does
not seem to factor in self-selection as well as other personal reasons involved in
choosing the profession of a simultaneous interpreter.
To reiterate, currently there are insufficient empirical data involving the role of
self-selection on the interpreter candidate level. The present article describes a
psycholinguistic experiment which aims at investigating self-selection of the
university course in simultaneous interpreting by interpreter candidates. Selfselection is identified in a corpus of reflective essays titled Why I Chose to Apply
for a University Programme in Simultaneous Interpreting written by six interpreter
candidates (further referred to as participants).
Hypothesis. The hypothesis was based upon an assumption that written
reflections on the topic Why I Chose to Apply for a University Programme in
Simultaneous Interpreting would yield categories involved in the participants selfselection of the university course in simultaneous interpreting. Additionally, it was
assumed that the essays word limit of 500 words would stipulate the participants
reflections on the most salient categories involved in self-selection.
Methods
Participants. Six participants (one male and five females, M age = 21.5) in
total were tested in the study. The participants first languages (L1) were Swedish
(two participants), Spanish (two participants) and two participants identified
themselves as early balanced French/Dutch bilinguals. All the participants expressed
their desire to apply for the respective Translation and Interpreting programmes at
the universities of their choice. However, none of the participants made a formal
application at the time of the experiment. Two Swedish L1 participants indicated
that they considered applying for the Translation and Interpreting programme to
Stockholm University, Sweden. Two early balanced French/Dutch bilinguals
70
C . 2, 1, 2015
indicated that they would apply for the Translation and Interpreting programme to
Brussels Free University, Belgium. Two participants whose L1 was Spanish
informed that they were considering their application to the University of Seville in
Spain for the Translation and Interpreting programme there. All the participants
identified English as their foreign language. The participants indicated that English
would be one of the working languages at their respective interpreter training
programmes. The participants real names were coded to ensure confidentiality.
Procedure. The participants were recruited in 2014 at Stockholm University
(the participants from Belgium and Spain were exchange students who studied for a
semester in Sweden, two other participants were local students from Stockholm,
Sweden). First, the participants read the Information Sheet with detailed
explanations of the experiment. Second, the participants signed a Consent Form
allowing the experimenter to gather their written data for scientific purposes. Third,
the participants were instructed to reflect on the topic Why I Chose to Apply for a
University Programme in Simultaneous Interpreting individually without any
consultations with each other, other people and/or sources in or outside of
university. Then, the participants were asked to write a 500 words essay in English
on the topic Why I Chose to Become a Simultaneous Interpreter and send it to the
experimenter electronically via e-mail. The participants were given one week for the
execution of the task. All the participants completed the task which was
subsequently analysed for the purposes of the present study.
The present experiment was based upon research methodology outlined in
psychology and educational psychology (Kenrick et al. 2003; Pike 2011; Pulkka &
Niemivirta 2013; Ryan et al. 1998) which involved data mining of written selfreflection testimonials produced by the participants.
Data analysis. Data analysis procedure in the experiment involved a computerassisted analysis in computer program CLAN (a detailed account of the analysis
procedure was provided in Kapranov (2012)). The participants essays were tagged
in CLAN to facilitate the identification of categories involved in the participants
self-selection of a university programme in simultaneous interpreting.
Results
Data analysis in CLAN yielded statistics presented in Table 1 below.
Table 1
Categories involved in self-selection
Category involved in self-selection
Interest
Communication with other people
Interpreting as a natural choice
Another identity
Novelty
Number of occurrences
per group
6
5
2
1
1
71
Discussion
As assumed in the hypothesis, the participants written reflections on the topic
Why I Chose to Apply for a University Programme in Simultaneous Interpreting
have yielded several categories involved in the self-selection process of the
university course in simultaneous interpreting. These categories are Interest,
Communication with other people, Interpreting as a natural choice, Novelty
and Another identity respectively. Concurring with Takeda (2010), it can be
assumed that the categories involved in self-selection may offer an opportunity for
interpreter trainers and interpreter schools alike to reflect on their teaching practices
and teaching methodology and to facilitate a student-oriented approach to teaching
simultaneous interpreting.
All the participants mention Interest in their decision to apply for a university
course in simultaneous interpreting. It should be noted that this category is
concurrent with other categories, for instance Communication with other people
which is referred to by five participants. An example of the combination of several
categories is provided in excerpt 1 below:
(1) I would say that to become an interpreter is actually interesting. It would
be exciting to meet new people and to be able to get to know new topics, new
words and new expressions. (Female Spanish L1 participant)
In (1), Interest is mentioned together with Communication with other
people and Novelty respectively. Novelty is a one-off category, not referred to
by other five participants.
It should be emphasised that the combinations of
categories vary among the individual participants, as seen from Figure 1:
3,5
3
2,5
2
1,5
1
0,5
0
Novelty
Another identity
Interpreting as a natural
choice
Communicating with
other
Interest
Fig. 1. Self-selection categories by individual participants

Interest is closely followed by the category Communication with other
people which is identified in five essays. Presumably, these two categories are
indicative of the participants proclivity to engage in the sender-receiver mode of
communication, i.e. when communication involves people other than the individual
72
C . 2, 1, 2015
SELF (in contrast with autocommunication with the SELF alone). Communication
with other people in conjunction with Interest suggest an element of extraversion
involved in self-selection. However, despite a high number of occurrences of the
aforementioned category, extraversion does not seem to be the only variable
involved in the self-selection of the career path of an interpreter. Interestingly, two
bilingual participants from Brussels Free University (Belgium) mention the category
Interpreting as a natural choice. Whilst Communication with other people and
Interest respectively have been mentioned by the bilingual Belgian participants,
the category Interpreting as a natural choice contributes an additional layer of
complexity to the participants self-selection process. Specifically, both the bilingual
participants from Belgium indicate in their essays that knowing two languages and
code-switching at ease respectively induce the selection of the course interpreting as
a natural choice, as evident from excerpt 2:
(2) I live in Brussels, the capital of Belgium, where a lot of people speak both
French and Flemish, a dialect of the Dutch language. I come from a Flemishspeaking family, but I spoke mainly French at secondary school and now at
university my subjects, apart from English (my major), are in French. To be
able to communicate both in Flemish and French has never been a problem to
me. When I applied for the admission to the interpreter program at my home
university, it just appeared to be very natural to use my skills as a bilingual to
become an interpreter one day. (Male early balanced French/Dutch bilingual)
Excerpt 2 is evocative of previous research findings which suggest that
interpreting from one language into another is a natural and by-default process in
early balanced bilinguals who, presumably, can perform interpretation at no
significant cognitive cost (Malakoff 1992). Bilingual language proficiency is
thought of as a critical variable, which defines the task of interpreting. A superior
level of bilingualism is deemed to be a prerequisite for the interpreting activity (Gile
1999). That is why bilinguals are considered to constitute a pool of potential
candidates for intensive training programmes in interpreting and translation (MoserMercer 2000). Obviously, the present findings serve only as a self-perceived
indication of the on the part of the bilingual who subjectively refers to the ease and
naturalness of the task of simultaneous interpretation.
Another variable involved in self-selection of the career of an interpreter has
been mentioned by female Swedish L1 participant who writes that
(3) Knowing English well and living my life with the English language in
Sweden comes from bullying in high school, when I chose to communicate in
English to get away from constant bullying. English gave me another identity,
if you like. I think that my personal interest in interpreting comes from an
idea of me being another person, an English woman, just someone else.
(Female Swedish L1 participant)
Even though the category Another identity occurs only once in the present data,
it opens an interesting avenue for further experiments aimed at elucidating whether or
not the interpreters second language (L2) is associated with another identity, different
from that represented by the interpreters L1.
73
It should be observed that none of the participants mentions the category Money
or Salary in their respective essays. This findings is in contrast with previous
research (Dam & Zethsen 2013; Zwischenberger 2009) which indicates that
remuneration for the highly demanding profession of a simultaneous interpreter is
considered an important variable by professional interpreters. Similarly, none of the
participants refers to such categories as Fame or Prestige, which have been reported
to be associated with the professional simultaneous interpreters (Dam & Zethsen
2013:247).
Conclusions
The present article outlined the role of self-selection in the interpreter candidates
decision to choose their career of a simultaneous interpreter. Self-selection was
investigated by means of a psycholinguistic experiment involving six interpreter
candidates who provided written reflections on the topic Why I Chose to Apply for a
University Programme in Simultaneous Interpreting. The corpus of the participants
essays was tagged in computer program CLAN in order to facilitate the identification
of the self-selection categories involved in the participants decision to apply for
admission to a university course in simultaneous interpreting. Data analysis revealed
the following categories involved in the participants self-selection, namely Interest,
Communication with other people, Interpreting as a natural choice, Novelty and
Another identity respectively. Those findings might open new avenues of research in
the process of self-selection of the career of a simultaneous interpreter.
Acknowledgements
I want to acknowledge six participants who took part in the study. Their
participation is highly appreciated. I want to acknowledge a research grant from the
University of Bergen (Norway) which enabled me to write up this article.
References
1. Albl-Mikasa, M. (2013). ELF speakers restricted power of expression: Implications for
interpreters processing. Translation and Interpreting Studies, 8(2), 191210.
2. Barik, H. C. (1975). Simultaneous interpretation: Qualitative and linguistic data. Language
and speech, 18(3), 272297.
3. Bellman, S., & Varan, D. (2012). Modeling Self-Selection Bias in InteractiveCommunications Research. Communication Methods and Measures, 6(3), 163189.
4. Bolaos-Medina, A. (2014). Self-efficacy in translation. Translation and Interpreting
Studies, 9(2), 197218.
5. Dam, H. V., & Zethsen, K. K. (2013). Conference interpretersthe stars of the translation
profession?: A study of the occupational status of Danish EU interpreters as compared to Danish EU
translators. Interpreting, 15(2), 229259.
6. De Bot, K. (2000). Simultaneous interpreting as language production. BENJAMINS
TRANSLATION LIBRARY, 40, 6588.
7. Gile, D. (1999). Testing the Effort Models tightrope hypothesis in simultaneous
interpreting-A contribution. Hermes, 23(1999), 153172.
8. Goldman-Eisler, F. (1972). Segmentation of input in simultaneous translation. Journal of
Psycholinguistic Research, 1(2), 127140.
9. House, J. (2013). Towards a new linguistic-cognitive orientation in translation studies.
Target, 25(1), 4660.
74
C . 2, 1, 2015
10. Ivars, A. J., & Calatayud, D. P. (2013). Mindfulness training for interpreting students.
Lebende Sprachen, 58(2), 341365.
11. Kapranov, A., Kirsner, K., Dunn, J., & Hird, K. (2008). Simultaneous interpreting as a
complex dynamic system: An approach to its measurement. In G. T. Polenova & O. E. Bondarets
(Eds.), Collected articles of the IInd international linguistics conference (Taganrog, Russia) pp. 256
278. Newcastle upon Tyne, Cambridge Scholars Publishing.
12. Kapranov, A., & Vik-Tuovinen, G.-V. (2008). Flyt vid simultantolkning hos informanter p
olika niver av professionalitet. Knnsteoria, ammattikielet ja monikielisyys. VAKKI:n julkaisut,
35, 5666.
13. Kapranov, A. (2009). Pauses in Simultaneous Interpreting from/into Norwegian Performed
by the Students of Norwegian as a Third Language. Nordand. Nordisk Tidsskrift for
Andersprksforskning, 1, 5366.
14. Kapranov, A. (2012). Swedish University Students Perception of English as a Global
Language. In "Kalbos, kultra ir globalizacija", (pp. 814). Vilnius: Mykola Romeris University.
15. Kapranov, O. (2014). Self-Selection of a Course in Psycholinguistics. East European
Journal of Psycholinguistics, 2, 7582.
16. Kenrick, D. T., Li, N. P., & Butner, J. (2003). Dynamical evolutionary psychology:
individual decision rules and emergent social norms. Psychological review, 110(1), 3.
17. Kurz, I. (2003). Physiological stress during simultaneous interpreting: a comparison of
experts and novices. The Interpreters Newsletter, 12, 5167.
18. Mackintosh, J. (1999). Interpreters are made not born. Interpreting, 4,(1), 6780.
19. Macnamara, B.N., Moore A.B., Kegl, J.A. & Conway, A.R. (2011). Domain-general
cognitive abilities and simultaneous interpreting skills. Interpreting, 13,1, 121142.
20. Malakoff, M. E. (1992). Translation ability: A natural bilingual and metalinguistic skill.
Advances in psychology, 83, 515529.
21. Moser-Mercer, B. (2000). Simultaneous interpreting: Cognitive potential and limitations.
Interpreting, 5(2), 8394.
22. Pike, G. R. (2011). Using college students selfreported learning outcomes in scholarly
research. New directions for institutional research, 2011(150), 4158.
23. Pulkka, A. T., & Niemivirta, M. (2013). Predictive relationships between adult students
achievement goal orientations, course evaluations, and performance. International Journal of
Educational Research, 61, 2637.
24. Rosiers, A., Eyckmans, J. & Bauwens, D. (2011). A story of attitudes and aptitudes?
Investigating individual difference variables within the context of interpreting. Interpreting 13, 1, 53
69.
25. Russo, M. (2011). Aptitude testing over the years. Interpreting, 13, 1, 530.
26. Ryan, A., Ployhart, R. E., Greguras, G. J., & Schmit, M. J. (1998). Test Preparation
Programs in Selection Contexts: SelfSelection and Program Effectiveness. Personnel Psychology,
51(3), 599621.
27. Seeber, K. (2013). Cognitive load in simultaneous interpreting. Target, 25, 1, 1832.
28. Shlesinger, M. & Pchhacker, F. (2011). Aptitude for interpreting. Interpreting, 13,1, 14.
29. Takeda, K. (2010). What interpreting teachers can learn from students: a case study.
Translation & Interpreting, 2(1), 3847.
30. Timarov, ., & Salaets, H. (2011). Learning styles, motivation and cognitive flexibility in
interpreter training. Self-selection and aptitude. Interpreting, 13,1, 3152.
31. Zwischenberger, C. (2009). Conference interpreters and their self-representation. A
worldwide web-based survey. Translation and interpreting studies, 4(2), 239253.
75
larafkom@gmail.com

:

Received March 16, 2015; Revised April, 2, 2015; Accepted May, 5, 2015
. (Net-Centricity) -
,
, ;
,
.
. .
(, , ) ,
(, , ).
-, -, - ( ,

) ( , ,
).
,
, .
:
, , .
, ,
,
.
:
; ; ;
;
. ,
:
, ; ;
; .
: -, , , ,
, .
. :
. (Net-Centricity) -
,
, ;
,
.
. .
(, , ) ,

(, , ),
, 2015
76
C . 2, 1, 2015
-, -,
- ( ,
) (
, ,
).
,
, .
:
, , .
, , ,

. :
;
; ; ;
.
,
: ,
, ,
, .
: -, , , ,
, .
Larysa Kompantseva. Social Network Research: Transfer of Interdisciplinarity
Abstract. Net-Centricity is a meaningful cognitive-pragmatic marker of modern global
communications; it stipulates for decentralisation and acceleration of information circulation as well as
for agility of decision elaboration and decision-making; it also improves the passage of communicative
flows by creating the branched networks regardless of their geographical distance. Web-based social
networking is just one of the manifestations of the net-centricity of the modern world. In the 21st
century the classical sciences postulates (simplicity, stability, determinancy) were replaced by
postulates associated with "non-linear" thinking (disequilibrium, instability, irreversibility). This
phenomenon became the basis for the further development of the idea of interdisciplinarity as a poli-,
multi-, trans-paradigmality (an activity at the intersection of sciences that stipulates the use of methods
and correlation of the results of several branches of scientific knowledge) as well as metaparadigmality (creation of comprehensive, unifying doctrine capable to replace the research areas
confrontation by their synthesis). Exploring social network as a self-organizing system capable to
affect the conceptual world view of the national and international community, involves the transfer of
interdisciplinarity into scientific research. This fact contributed to the determination of three areas of
social networks research: analytical capacity of social networking, network landscape of the Internet,
e-communities. Mobilization ability as a basic parameter of social networks, which should be studied
within interdisciplinary paradigm is regarded as an establishment of communications entailing public
interest and potentially capable to foster collective actions in the real space. Some mobilization ability
parameters are illocutionary settings for social networks` visitors to inform and to communicate;
shaping the world view through the system of filters; the principle of relevance; strengthening the
dialogue; use of social networks as a research platform and so on. Mobilization ability of network
communications has led to global challenges. Their study is only possible within interdisciplinary
paradigm: the loss of control over communicative space, blurring authority; revolution of stakeholders;
potential globalization of local problems and crises; resistance at the concepts` level.
Keywords: web-wave, net-centricity, mobilization capability, social networks, transfer of
interdisciplinarity, trans-paradigmality.
77

,

...

,
.
,
,
- ., ,
, .
,
,
(Net-Centric) ,
, .

, .
,
;
(Kastels 1999:298).

(Network-centric warfare, networkcentric operations NCO), ( ), -
( , ).

,
.
, , , .
,
,
.

() 70-
. , ,
, , ,
: , , .
,
(, , ).
, ,
, .
78
C . 2, 1, 2015
:

, -, -,
( ,
;
,
),
( , ,
).
( triangulation
),
,
.
, ,
,
.

( , ,
).

. (Heflin
2012). : ;
;
; ;
; -
(Alexanyan, Barash 2012).
(, , ),
, .
;
;
(Etling, Kelly 2010; Deibert, Palfrey 2008; Deibert, Palfrey 2012; Chinas
Year of the Microblog 2012).

-. :
, .
,
, , .
,
', ,
.
Berkman Center .
: (
) (
, , ) (Heacock 2011; Etling,
Alexanyan 2011). Blogging Common
79
, .
- , , , , ...
,
(Heacock 2011).
,
-: 1)
, , '
;
2) -
-,
.
: ,
; ' (
, ,
); ;
', (Rosina 2012). ()
, , , , ,
' .
, ', ,
, , ,
, .
(/), , ', ,
, .

. -
, -
:
, - ;
, , , ;

; ,
,
; ,
;
; (From sender and to receiver
wreaders or prosumers).
, , ,
, .

, ,

.
, (Fonotov 1993; Huyghe 2009),
80
C . 2, 1, 2015
,
(Fonotov 1993:71).
-
(' ). ,
Berkman Centr,
, ,
, .
, -
,
. ,
,
( ); ;
; ;
( ,
); ; .
:
1.
, Facebook
. (Albitov 2012:3),
:
.
, , .
.
,
Facebook ,
, ,
.
2. . 4 2009 .
Google '
. : Google
57 , , ,
, ,
, , .
Google,
, , ,
(Gedds 2014:11-12). ,
, ,
.
3. ', .
',
,
'. Facebook
EdgeRank,
81
.
: 1)
;
2) . ,
,
- ; 3)
. Washington Post ,
-: 21 2010 .
' NetworkNews,
Washington Post,
Facebook.
4. .
, ,
Las Ultimats Niticias 2004 .,

. ,
, . ,
.
5. . ,
(
).
- - () ,
: 1) ,
; 2) ; 3)
,
, ,
,
; 4) .
-,
' ', '
'.
6. .

.
, , (
, ) '/'. ,
- :
, 10 ,
Facebook (30 , 100
000 ). ,
. Facebook
130 . , , 130*
10000=1300000 (Albitov 2012:36).
8. ,
82
C . 2, 1, 2015
, .
( ,
/ . ) :

. (Albitov 2012),
' ,
,
,
.
9. .
,
SM- ( ,
), . 2008 .
:
( Classmaters.com; LinkedIn; My Space;
- - Last.fm, YouTube; Flickr;
Reddit; Groupon; Foursquare;
Tumblr, Second Life ); (
PlayboyU; Facebook; );
( hi5; Qzone; ;
InterNations) (Grishakova 2011).
-.
,
,
.

. , , ,
. ,
- - (
,
, '
), (
) . ,
,
:

;
,
;
:
;
83
;
,
, ;
-,
;
,
-;
-
.

,
,
- .

References
1. Albitov, . (2012). Facebook: Kak Nayti 10000 Drusey Dla Vashego Bisnesa Besplatno
[Facebook: How to Find 10000 Friends for your Business Costless]. Moscow: Mann, Ivanov&Ferber.
2. Alexanyan, K., Barash V. (2012). Exploring Russian Cyberspace: Digitally-Mediated
Collective
Action
and
the
Networked
Public
Sphere.
Retrieved
07.03.2015
from http://ssrn.com/abstract=201499.
3. Chinas Year of the Microblog: Tracking an Online Revolution in 140 Characters or
Less, (2012). Retrieved 07.03.2015 from http://stats.berkman. harvard.edu.
4. Deibert, R., Palfrey, J. (2008). Practice and Policy of Global Internet Filtering. Retrieved
07.03.2015 from http://cyber.law.harvard. edu.
5. Deibert, R., Palfrey, J. (2012). Security, Identity, and Resistance in Asian Cyberspace
Retrieved 07.03.2015 from http://access. opennet.net/2011/12/ access-contested-book-launch.
6. Etling, B., Kelly, J. (2010). Mapping the Arabic Blogosphere: Politics, Culture and Dissent.
Retrieved 07.03.2015 from http://cyber.law.harvard.edu
7. Etling, B., Alexanyan, . (2011). Public Discourse in the Russian Blogosphere: Mapping
RuNet Politics and Mobilization. Retrieved 07.03.2015 from http://cyber.law. harvard.edu.
8. Fonotov, A. (1993). Rossiya; ot Mobilisacionnogo Obshestva k Innovacionnomu [Russia:
from the Mobilizative Society to Innovative]. oscow: Nauka.
9. Gedds, B. (2014). Google AdWords: ischerpivayshee rukovodstvo [Goocle AdWords : a
comprehensive guide]. Moscow: Mann, Ivanov&Ferber.
10. Goroshko, . (2011). Kommunicatciya 2.0 kak Novoe Napravlenie v Lingvistike Interneta
[Communication as a New Trend in Linguistics of Internet]. Retrieved 07.03.2015
from textology.ruarticle. aspx?aId=239.
11. Grishakova, Y. (2011). Socialnie Seti i Ikh Klassifikaciya [Social Networks and Their
Classification]. Retrieved 07.03.2015 from http://egrishakova.ru/blog/ item/70-sotsialnyie-seti-i-ihklassifikatsiya
12. Heacock, R. (2011). Blogging Common Releases Overview of English Blogosphere.
Retrieved 07.03.2015 from http://stats.berkman.harvard.edu.
13. Heflin, Ch. (2012). The Syndication Revelation: The Perpetual Internet Traffic Machine.
Retrieved 07.03.2015 from http://synnd.com/docs/The-Syndication- Revelation.pdf.
14. Huyghe, Fr. (2009). D'Ukraine en Syrie, cette guerre des images et de la com' qui se joue
discrtement sous nos yeux. Retrieved 07.03.2015 from http://www.atlantico.fr/decryptage/ukraine-ensyrie/cette/ guere.
84
C . 2, 1, 2015
15. Kastels, . (1999). Stanovlenie obshestva setevih struktur [Becoming society networks] (pp.
296308). In: Novaya Postindustrialnaya Volna na Sapade [The new wave on post-industrial West].
oscow: Academia.
16. Knyaseva, Y. (2012). Osobennosti Ssbora informatsii v issledovaniyah socialnih setey
[Features of information collection in social networks studies]. Retrieved 07.03.2015 from
http://www.ffsn.bsu.by/ffsn. files/caf/k-sk/personal-sk/knyazeva/ Knyazeva-doc/1_ Knyazeva-doc.pdf.
17. Rosina, I. (2012). Komputerno-oposredovannaya Kommunocatia v Praktike Obrasovaniya i
Bisnesa [Computer-mediated Communication in Practice, Education and Business]. Retrieved
07.03.2015 from http://www. russcomm.ru/rca_biblio/r/rozina01.shtml.
85

kyhtuik@gmail.com

oksana_solovei@mail.ru
,

Received April 16, 2015; Revised April, 20, 2015; Accepted May, 5, 2015
.
.
,
, .
/ , ,
.

,
,

,
. , 48,9 %
,
;
30,2 % , ,
, ,
, . 20,9 %
,

.

,
,
, ,
.
: , , ,
, , , ,
Kykhtiuk, Oksana, Solovey Oksana. Psycholinguistic Markers of Students Ethnic
Intolerance Manifestation
Abstract. The article is focused on the theoretical and empirical study of psycholinguistic
markers of students ethnic intolerance manifestation. The authors offer basic approaches to
definitions of ethnic tolerance, ethnic identity, ethnic prejudices and ethnic stereotypes. The
empirical study involved the revealing of social distance, social role, which determine the type of
ethnic identity of respondents, and psycholinguistic markers of ethnic intolerance manifestation. It
has been found out that i) 48.9 per sent of all respondents have positive ethnic identity, which is
characterized by a combination of positive attitudes towards their own people as well as a positive
, , 2015
86
C . 2, 1, 2015
attitude to other people; ii) 30.2 per cent of the respondents were identified as ethnically
indifferent, i.e. with blurred ethnic identity, expressed in uncertainty of ethnicity; iii) 20.9 per cent
of the respondents expressed verbally their ethnic intolerance. This fact can cause tension and
irritation in communication with other ethnic groups or recognition of the rights of others. The
results of the present empirical study has shown that the students had positive underlying
autostereotypes towards own ethnic group. However, there were some ethnic prejudices as to
Russians, surface negative stereotypes as to Germans as members of other ethnic groups.
Keywords: ethnic tolerance, xenophobia, ethnic identity, ethnic self-consciuosness, ethnic
prejudices and ethnic stereotypes, ethnophobia.
. ., . .

.

.
, ,
.
/ , ,
.

,

. , 48,9 %
,

; 30,2 % ,
, ,
, . 20,9 %
,

.

, ,
,
, ,
.
,
,
, , ,
, .

: , , , ,
. , , ,

, -,
,
.
87

, ,
.
, -,
/
; -, .
,
, - (
), - ,

(, )
(, , , )
. -
( , , ,
).

(. . , . . , . . , .. , . . ,
. . , . . , . . , . . , . . )
(Kykhtiuk 2010).

.
,
, ,
, ,
(Ivanova 2004).
, . . ,
.

, , ,
,
.
:
(
,
, ,

);
( ,
,
, );
( - ,
, ,
88
C . 2, 1, 2015
,
, -
) (Soldatova 2006).
. . ,
,
,

(Zasiekina 2008).
,

, .

- ,
(Gnatenko 1995).
, , ,
,
, , (Gasanov
1994). - .

, ,
- , , ,
. ,
, . ,

(Gasanov 1994).
. ,
, ,
.
,
,
, , ,
.

,
, ,

. ,

, ,

(Soldatova 2006).
,

.
89
, -
(Gnatenko 1995).
.
(Aboud 1994).
,
, , .
,
, , ,
.
, ,
.
,
, ,
.

,
() .

: 1.
. ; 2.
;
3. (. . , . .);
4. - (. . ).
(86 ) 17 21
( , , ).
, 63
23 .

.

. , ,
. ,
,

.
/

.
,
.
90
C . 2, 1, 2015

.

,
.
, , .
. 1.
1

( )

()
2.3 %
4.7 %
1.2 %
3.5 %
0%
0%
2.3 %
83.7 %
4.7 %
65.1 %
11.6 %
81.4 %
5.8 %
67.5 %
9.3 %
95.3 %
1.2 %
59.3 %
74.4 %
26.7 %
9.3 %
9.3 %
18.6 %
11.6 %
19.7 %
3.5 %
14 %
14 %
, , 83,7 %
() , , ,
;
(2,3 %).
65,1 %. ,
81,4 %
11,6 %. 19,6 %,
(67,5 %).

(95,3 %),
(59,3 %), 26,7 %.
, 74,4 %
14 % .
.
, ,
, , , ,
,
.
. ,
(
)
.
91

,
/ .
. 2.
2

1. (15).
2. (4).
1.
3. ,
(3).
4.
(3).
1. (4).
2.
2. (6).
, 3. (4).
4. (3).
1. (14).
3.
2.
(8).
3.
(3).

4.
5.
,

92
1.
(8).
2.
(6).
3. (4).
4.
(3).
5. (3).
1.
(4).
2.
(6).
3. (3).
4. (12).
1. (21).
2. (3).
1. (9).
2. (4).
3. (5).
4. (3).
1. (5).
2. (3).
3. (6).
1. (3).
2. (7).
3. (5).
4. (3).
1. (3).
1.

2.
(4).
(12).
3. (8). 2. (3).
3. ,
,
(9).
4.
(5).
5. (3).
1. (15). 1. (3).
2. (4). 2. (5).
3. (6).
4. (7).
5. (3).
1. (4).
2. (9).
3.
(9).
1. (3).
2. (14).
3. (8).
4. (5).
C . 2, 1, 2015
, ,
, , ,
,
. ,

, ,
.
,

. ,
,
. , ,
. .
,
,
.
(12),
(8).
.

,
, , ,
, , , .
,
48,9 %
.

.
.
,
, ,
, ,
. 30,2 %
, , ,
, .
20,9 % .

, , ,

.
93
,
,
.

, -
: 74,4 %
, 24,4 % 1,2 %
. ,
,
, ,
, .
,
61,6 % , 32,6 % 5,8 %
, ,

,
,
,
: 79,1 %
, 20,9 % ,
. ,
, ,
.
, ,
.

, ,

.
,

. ,
-
,
,
, , ,

.

94
C . 2, 1, 2015

.

References
1. Aboud, F. (1994). Children and Prejudice. Oxford: Blackwell Publishers.
2. Gasanov, I. (1994). Natsionalnye stereotypy i obraz vraga [National stereotypes and the
image of the enemy]. Moscow: Progress.
3. Gnatenko, P. (1995). Etnicheskie ustanovki i etnicheskie stereotypy [Ethnic guideline
and ethnic stereotypes]. Dnipropetrovsk: Dnipropetrovsk State University.
4. Ivanova, N. (2004). Identichnost i tolerantnost: sootnoshenie etnicheskikh i
profesionalnykh stereotipov [Identity and tolerance: the ratio of professional and ethnic
stereotypes]. Voprosy Psyhologii, 6, 5463.
5. Kykhtiuk, O. (2010). Psykholoichni osoblyvosti formuvannja etnichnoji tolerantnosti u
studentskoji molodi [Psychological peculiarities of forming ethnic tolerance in student youth].
Ph.D. thesis. Lutsk: Volyn National University.
6. Soldatova, G. (2006). Psykhologicheskie mekhanizmy ksenofobii [Psychological
mechanisms of xenophobia]. Psykhologicheskiy Zhurnal, 27(6), 517.
7. Zasiekina, L. (2008). Fenomen tolerantnosti kriz pryzmu etnichnogo dyskursu [The
phenomenon of tolerance from ethnic discourse perspective]. Psykholohichni Perspektyvy, 11,
99109.
95

laryssa_makaruk@ukr.net
,
Received April 21, 2015; Revised April, 30, 2015; Accepted May, 8, 2015
. ,
.
(, , , ,
).
. ,
.
. , .
,
, .
. , .
,
. ,
. ,
.
: , , , ,
, .
Makaruk, Laryssa. The Status and Role of Pictograms in the Communicative Space of
Modern English.
Abstract. This article deals with pictograms which are used in the communicative space of
modern English in place of phonemes, morphemes and lexemes. In the examples which are given,
we see that in most cases morphemes and singular phonemes are replaced by graphical elements.
With respect to the replacement of lexemes, it is mainly the verbs used in statements and questions
which for which a substitution occurs. Paralinguistic units are contextually dependent and their
semantics correlates with the verbal part through various types of relations. The most distinctive
feature of modern multimodal discourse is the combination of signs belonging to the codes of two
semiotic systemsverbal and non-verbal. Paralinguistic graphic means, which can be included in
a text, modify its structure and add additional shades of meaning to it. The role and the status of
pictograms have been defined. Pictograms are important textual elements in the creation of a text.
Their distinctive features have been defined and their paradigmatic relations have been identified.
In the process of analysing the peculiarities of pictograms, sociocultural factors have been taken
into account.
Keywords: verbal means, non-verbal means, pictogram, infographics, multimodal texts,
semiotic resources.
.
. , -
, 2015
96
C . 2, 1, 2015
.
(, , , ).
, .
.
, .
,
,
. .
, .
.
, .
.
: , , ,
, , .

, .
,
, .
.
,
.
. ,
, ,
,
.

.
, ,

.
, .
,
, .

, .
,
,

. ,
,
,
.
( )
. . (Kreidlin 2009), . (Kotstsolino 2009),
. . (Seryakova 1999), . . (Soloshchuk 2006), L. Guerrero
97
(Guerrero 1994), F. Poyatos (Poyatos 1997) .

,
, , ,
, . ,
-
. . (Makaruk 2013).
,

.
,
.

: , ,
-
:
;
;

;
;

- .

. (,
, )
.
,
. (,
, , )
.
,
- .

.
.

, , ,
. ( )
98
C . 2, 1, 2015
,
:
, , - .
,
, ,
, . ,
,
.
,
, .
, ,
. . . ,
, ( . ictus . grapho )

(Karpenko 2006:156).
: ,
, ,
(Diringer 2004).
,
, ,
- ,
. . . ,
, , ,
, , .
,
-,
, -,
(Yartseva 1990:374). R. Abdullah ,
,
, [Abdullah
2007: 24].

. . (Yartseva 1990) R. Abdullah (2007).
. ,
,
,
. , ,
,
, , , ,
.

,
,
,
,
99
,
.
1

- Beatles .
,
. ,
, -
,
. ,

-.
, ;
, ; , .
-.
.
. ,
()
.
. 1
(Herts 2014)
. 2 : (Herts
2014)

. ,
,
( ), , ,
,
100
C . 2, 1, 2015
, . 1 2
(), ,
.
1 2 ,
,
, ,
,
, .
, ,
,

-. .
,
, . ,

-. ,
.
,
,
.
, , , .
, , ,
.
.
.
: -
, ,
;
,
. ,
,
( ).

(, )
. ,

.
,
.

.
101

. ,
.

,
, .
vehicle, car, truck, lorry.
. 3. (GCNP 2014)
. 4. (Graphic Design Junction 2015)
.
, .
, . 4
( ).
,
( ).
. , ()
.
5, 6, 7. [Graphic Design Junction 2015]

,
, .
. ,
102
C . 2, 1, 2015
,
.
. : (Shutterstock 2015)
,
, . ,
, , .
: ,
; ;
,
;
( );
, ;
; (
,
,
); (
); ;
;
103
/ .
,
, .

-
, , -
,
. .
, , ,
, ,
.
,
,
.

.

.

, -
. - ,
.
- , ,
,
. ,

.

,
,
,
.

, .
,
, ,
, .
,

104
C . 2, 1, 2015
, ,
, .

References
1. Diringer, D. (2004). Alfavit [Alphabet]. oscow: URSS.
2. Yermolenko, L. (2005). Piktohrafichni ta ideohrafichni znaky u suchasnii frantsuzkii
movi [Pictographic and Ideographic Signs in Modern French]. yiv: Karpenko Publishers.
3. Karpenko, Yu. ( 2006). Vstyp do Movoznavstva [Introductin to Linguistics]. yiv:
Akademiia.
4. Kotstsolino, M. (2009). Nievierbalnaia Kommunikatsyia. [Nonverbal Communication].
Kharkiv: Gumanitarnyi Tsentr.
5. Kreidlin, G. and Krongauz, M. (2009). Semiotika, ili Azbuka Obshcheniia [Semiotics, Or
Bases of Communication]. oscow: Flinta; Nauka.
6. Yartseva, V. (ed.) (1990). Lingvisticheskii Entsyklopedicheskii Slovar. oscow:
Sovetskaia Entsyklopediia.
7. Makaruk, L. (2013). Linhvoprahmatyka piktohram ta ideohram v anhliiskomu masmediinomu dyskursi [Linguistic pragmatics of pictograms and ideograms in English discourse of
mass media]. Ph.D. dissertation. Lviv: Ivan Franko National University of Lviv.
8. Seriakova, I. (1999). K voprosu o funktsyiakh neverbalnogo znaka v kommunikativnom
akte [On functions of nonverbal sign in communicative act]. Naukovyi Visnyk VNU. Series
Philology, 3, 7274.
9. Soloshchuk, L. (2006). Verbalni i
neverbalni komponenty komunikatsii v
anhlomovnomu dyskursi [Verbal and Non-vebal Components of Communication in English
Discourse]. Kharkiv: Konstanta.
10. Utevskaia, P. (1985). Slov dragotsennyie klady. Rasskazy o pismennosti [Precious
Words]. oscow: Detskaia Literatura.
11. Abdullah, R. and Hubner, R. (2007). Pictograms, Icons @ Signs: A Guide to
Information Graphics. Published by Thames @ Hudson Inc.
12. Guerro, L. K. (1994). Nonverbal Communication. New York.
13. Poyatos, F. (1997). Problems and challenges of nonverbal communication. Nonverbal
Communication in Translation. Amsterdam/Philadelphia, 1129.
Sources
1. Grand Canyon National Park. Your Complete Guide to the Parks. (2014). APN MEDIA,
LLC.
2. Graphic
Design
Junction
(2015,
March
5)
Retrieved
from
http://graphicdesignjunction.com/ 2012/03/90-modern-pictograms-typeface-interface-designers/
3. Herts, Viktor. Singers Lives in Pictograms (2015, March 5) Retrieved from
[http://www.ink-system.co.uk/articles/inspiration/singers-lives-in-pictograms.htm]
4. Shutterstock (2015, March 5) Retrieved from http://www.shutterstock.com/pic223093918/stock-vector-teamwork-infographic-set-with-business-process-pictograms-and-worldmap-vector-illustration.html?src=ut9x5oqjqnad87OOxrRxAg-1-79
105

orap2003@ukr.net
,

Received March 27, 2015; Revised April, 10, 2015; Accepted April, 25, 2015
. .
,
,
.
.
. ,
, ,
,
.
.
:
. ,

,
. ,
, ,

.
: , , ,
.
Orap Maryna. Syntagma as a Unit of the Speech Experience Analysis.
Abstract. The article deals with the problem of the analysis of speech experiences unit. The
investigation of speech experience enabled to analysis the elements and identify internal and
external structures and patterns of its organization. Further investigation of the speech
experiences content is impossible without the analysis of its units. In the result of the theoretical
analysis we defined syntagme as a unit of the speech experience. Definition syntagma as a unit of
speech, in which, as in the smallest particle implemented in the unity semantic, syntactic and
intonational aspects, makes it possible to analysis syntagme as a unit, which reflects the general
features of speech experience. To approof the hypothesis, we performed an analysis of narratives
in two age samples for the purpose to catch out the dominant type of syntagma. The results of
empirical studies have demonstrated that the development and improvement of speech experience
is in the direction of increasing the proportion of relational and object syntagmatic in the texts.
This means that improving the ways and means of individual speech mastering of the world is
reflected in the increase and expansion of relations in which meaning of the word is involved in
the structure of speech experience. Thus, taking into account certain patterns of speech experience,
we concluded that the syntagm as a unit of speech experience allows to describe features of the
structure and content of all structural elements of speech experience.
Keywords: speech, speech experience, syntagma, predicate and nonpredicate syntagmas.
, 2015
106
C . 2, 1, 2015
. .
. .

, .
.
.
,
, ,
, .

.
,
. ,

,
. ,
, ,

.
: , , ,
.
,
,
.
,
.
(Orap 2014).

,
.
:
? ,
, , ,

. . . ,
, ,
,
(Vygotsky 2000:464). ,
, .
, . ,

, , -, , ,
, -, , -, ,
, , , .
107

.
, ,
.
.
, (, , )
. , , ,
,
, .
,
.
, ,

. .
? , ,
? (Wittgenstein 1995:10). (
) ,
. ,
,
.
.
, ,
, ,
.
. . , . .
,
,
.
,
.

. ,
, ,
- .
. .
, , , ,
. . .
,
, ,
, ,
.
. . , . . , . ,
. . . ,
,
108
C . 2, 1, 2015
.
,

.
, ,
(. . , . . ,
. . , . . ).

. ()

, :
. ,
, .

.
, ,
, .
.
,
.
, . ,
,

: ,
;
, ;
, ()
(. . ). ,
, .
.
. . ,

,
(Filatova 2012).

, ,
, .
. . ,

(Filatova 2010). ,
, ,
,
.

109
. ,

.
.

(. . ,
. . , . . , . . ). ,

, .
,
,
, , (. ,
. , . , . , . , . , . ,
. , . . , . ).

(. . , . ),
(. . , . , . , . ). ,
,
,

, (. . ). ,
, .
, ,
,
, . . ,
.
,
, ,
,
(Chepelieva 2009). ,
,
() . ,
,

.

,
,

. 59
( 22 ),
110
C . 2, 1, 2015
, 43 ( 9 ).

.
. . . ,
(Reformatskiy
2004). ,
(
). ,
. ,

. , , :
1) ,
( ); 2)
, ,
, (
); 3) ,
, ,
( ).

,
, .
. 1.
60
50
40
30
20
10
0
. 1.

. , ,
, .
, ,

.

(52,3 %), -
111
( , , / ),
. , ( / )
( / )
(11,9 % 8,5 % ). ,

.
, ,
,
. , ,
,
.
,

(Orap 2014). . . , ,
, ,

(Setrov 1972:45). ,
, .
,
(
, ) (
),
(Setrov 1972:42). ,
,
,
( ) ( ).

,
,
.
,
,
.
, , ,
. ,

.

, ,
. ,
,
. ,
112
C . 2, 1, 2015
,
. ,

, , ,
.
,
,
, , , . ,

.

References
1. Chepelieva, N. (2009). Rozuminnia ta interpretaciia osobystogo dosvidu u konteksti
psykhologichnoi germenevtyky [Understanding and interpretation of personal experience in the
context of psychological hermeneutics]. Naukovi Zapysky Natsionalnogo Universytetu Ostrozka
Akademia, 12, 821. Retrieved from: http://nbuv.gov.ua/j-pdf/Nznuoapp_2009_12_4.pdf
2. Filatova, O. (2012). Movni I movlennevi odynyci ta yih vidnoshennia do porodzhennia,
structuruvannia I spryimannia movlennia [Language and speech units and their relation to the
generation, structuring and perception of the speech]. Lingvistychni Studii, 25, 4348.
3. Filatova, O. (2010). Sintagma kak edinitsa porozhdeniya i vospriyatiya rechi, eyo
smyislovyie i grammaticheskie priznaki [Syntagma as a unit of generation and perception of
speech, its semantic and the grammatical features]. Aktualni Problemy Slovjanskoji Filolohii, 3,
315324.
4. Orap, M. (2014). Psikholohiya Movlennevogo Dosvidu Osobystosti [The psychology of
the personalitys speech experience]. Ternopil: Pidruchnyky i Posibnyky.
5. Reformatskiy, A. (2004). Vvedenye v Yazykovedenije [Introduction to Linguistics].
Moscow: Aspekt-Press.
6. Setrov, M. (1972). Osnovy funktsionalnoi teorii organizatsii [Basics of the functional
theory of organization]. Leningrad: Nauka.
7. Vygotsky, L. (2000). Mysl i Slovo [Thought and Word]. (pp. 462512). In: Psikholohiya.
Moscow: PERSE
8. Wittgenstein, L. (1995). Filosofski Doslidzhennia [Tractatus Logico-Philosophicus].
Kyiv: Osnovy. Retrieved from: http://filosof.historic.ru/books/item/f00/s00/z0000273/
113

savchenko.elena.v@gmail.com
,
,

Received March 17, 2015; Revised March, 26, 2015; Accepted April, 15, 2015
.
, :
,
,
.

. : 1)
, ; 2)
, , , ,
, ; 3)
, .

-, :
, , ,
, , ,
.
,

, ,
, ,
, .
: , ,
, , .
Savchenko, Olena. The Semantic Space Structure of the Subjects onception of His
Own Mental Activity
Abstract. The article highlights the study of various forms of the subject`s reflexive activity.
The offers a modified version of Semantic Differential, while determining the nature of the
organization of the semantic space, which is an operational analog of the categorical structure of
the subject`s consciousness of this content area. The level of the categorical structures difficulty
is considered as an indicator of the subject`s ability to describe and evaluate his own forms of the
internal activity, that are unfolding in the process of solving problems. The author identifies three
levels of the reflexive activity: 1) cognitive level, where the subject uses only some reflexive acts;
2) metacognitive level, where the subject uses the planning, modeling, evaluation, monitoring and
etc., aimed to the regulation of intellectual activity; 3) personal level, represented by a specially
organized internal work of the subject. Through the use of the procedure of the special semantic
differential, the author identified seven generalized features factors that form the categorical
structure of the subject: active work over yourself, willingness to solve the problem,
subjects regulation of his own activity, monitoring his own work, order of the actions,
, 2015
114
C . 2, 1, 2015
active use of knowledge and experience, positive attitude to find a solution. The presence of a
well-developed system of the evaluations of this content area of subject`s consciousness indicates
a high level of formation of the categorical structure, the functioning of which enables the subject
to achieve efficiency in solving important tasks. Among them are timely identification of those
aspects of the search decisions problems that lead to wrong actions, the formation of the ongoing
monitoring of reflexive activity, the conduction of regular assessment of intermediate and final
results by criteria efficiency, the correction of activity, the evaluation of the available resources
and etc.
Keywords: reflexive activity, semantic space, categorical structure, method of semantic
differential, metacognitive processes.
. ,

.
, :
,
.

.
: 1) ,
; 2) ,
, , , .,
; 3) ,

.
-,
: , ,
, , ,
, .

,

, ,
,
, ,
.
: , ,
, ,
.

,
,
,
.
,

.
115

:
( )
( ).

,
, .
:
: (,
, , .)
;
: , , ,
, ,
,
;
:
,
, , ,
-
.

(Petrenko 1988:7576),
.
. . ,
, ()
.
,
.

( )
- -,
(Petrenko 1988:
45).
,
, , ,
( ,
, , ).

,
.
116
C . 2, 1, 2015

. . , . . . . ,
. . , . . .
, : 1)
,
; 2) ,
.

.
,
. 1952 .
, . .
,

. (Savchenko 2012)
. . ,
, ,
, . ,
, . . ,
(Petrenko 1988). ,
, ,
.

: , , ,
, ,
, , , ,
.

, -
, ,
.
-,
45
.
.

, ,

(Klymchuk 2006).
, ,
.
117

90 ,
.
, 61,4 %
.
: 1)
(17,9 % ); 2)
(9,8 %); 3) (9 %); 4)
(7,2 %); 5) (7 %); 6)
(5,3 %); 7)
(5 %).
1 .
1

()
()
()
()
(

)

( )

()
()
(
)
()

()

()
0,75
0,61
0,54
0,83
0,65
0,6
0,82
0,72
0,83
0,83
0,6
0,57
, ,
, :
, ,

. , ,
,
,
,
118
C . 2, 1, 2015
.
, ,
.
,
,
,
, ,
,
.
. 2 ,
. ,

. , ,
,

,
, .
,
,
.
,
,
,
.
2

( )
(
)
(

)
(
)

()
()
(
)

( )
0,7
0,64
0,6
0,58
0,53
0,68
0,59
0,57
119
. 3 ,
.
,
. ,
,
,
, , ,
(Subbotin 2002).
,
, , ,
,
.
3

(
0,82
)
()
0,79

()
0,77

(
0,51
)
(
0,56

)
, ,
,
,
.
,
,
.
. 4 ,
. ,

, ,
,
.

,
.
,
120
C . 2, 1, 2015
,
, .
,
,
,

, , .
4

()
()

(
)

( )

()
(
)
0,64
0,58
0,56
0,73
0,64
0,62
5
, .
5

,

()
(
)

(
)
(
)
(
)
0,7
0,65
0,52
0,48
0,46

: ,

121
. ,
,
,
,
.
, .
,
, .
,
, ,
, ,
.
,
.

,
,
( (0,6), ,
(0,52), (0,51),
(0,41)). ,
(, ,
), ,
.
, ,
, ,
, .
() ' ,

( ).
:
(0,73), (0,4),
(0,4).
,
,
.
, -,

.

, ,

,
122
C . 2, 1, 2015
,
.
,
,
,

.
(-) ,
,
, ,
, .

References
1. Klymchuk, V. (2006). Faktornyi analiz: vykorystannia u psikholohichnykh
doslidzhenniakh [Factor analysis: use in psychological research]. Praktychna psikholohiya ta
sotsialna robota, 8, 4348.
2. Petrenko, V. (1988). Psihosemantika Soznaniya [Psychosemantics of Consciousness].
Moscow: Moscow University.
3. Savchenko, O. (2012). Psikholohichnyi Analiz Sytuatsiyi [The Psychological Analysis of
the Situation]. Kherson: Vyshemyrskyi.
4. Subbotin, V. (2002). Otsenochnyie suzhdeniya. In: Kognitivnaya psihologiya, (. 315
332). V. Druzhinin (ed.). Moscow: PER SE.
123

nsavelyuk@ukr.net
- ,

( )
Received March 16, 2015; Revised March, 20, 2015; Accepted April, 5, 2015
.
.
- ,
.
, ,
. : ,
(), (, , );

; ,
; ;
; .
, ,
, (
, .) ,
.
(, , , ,
, , .);
, ,
,
, .
: , , ,
, .
.
( )
.
.
-
, .
, ,
.
: , (),
(, , );
;
, ;
;
; .
, ,
, 2015
124
C . 2, 1, 2015
,
( ,
. .) , .

(, , ,
, , , .),
,
, ,
,
.
: , ,
, .
Savelyuk, Nataliya. Psycholinguistic Features of Religious Discourse (Theoretical Aspect)
Abstract. The article deals with the overall specificity of religious discourse as an object of
psycholinguistic research. The importance of studying of the relevant scope of communicative and
language activities in both the spiritual crisis of our society and in difficult methodological search of
national psychology is substantiated. The definition of religious discourse in terms of philosophical,
theological, sociological and linguistic studies is clarified. A wide range of its significant features,
namely the presence of such a participant as God (a super agent), the intermediaries between God
and people (prophets, angels, saints); reliance on religious books and religious buildings as the basis
of the text and time-space support; basing on the values that are canned during several millennia;
involvement of specific vocabulary and linguistic phrases; significant symbolism and metaphors;
ritualism and absolutization of the meaning of a ritual is singled out.
The need to differentiate such terms as religious language, religious style, religious text
and religious discourse, as well as various really functioning subtypes of the last (Christian or
Islamist, Catholic or Orthodox etc.) with its being the most abstract, generic concept is
determined. The basic concepts of psycholinguistics (sign, language, knowledge, cognitive
processes, speech activity, communication, comprehension etc.) are singled out as the
theoretical principles of researching a particular religious discourse. The author mentions common
semantic models of decoding and comprehension of the information (especially those of
communicative nature) and more specific ones, being more important for researching the
understanding of the religious discourse, with the cognitive theory of metaphor taken as its example.
Keywords: psycholinguistics, psycholinguistic peculiarities, religious discourse, comprehension,
cognitive theories and models.
,

(V Ukraiini 2015). ,
- ,
,
, ,
(, ,
, ).
, , ,
.
, ,
125
,
.
,
.
,
, , , ,
.
(Savchyn 2013) ,
, .
, , ,
.
, ,
,
(
)
,
. :
, ,
,
? ,
,
.
,
,
, ,
, ,
, . ,
, ,
,
, .
,
,
,
,
- . ,

,
, ,
, .

,
,

126
C . 2, 1, 2015
. ,
, :
, ,
,
.
,
.

,
,
. ,
(Busel 2005:862) (-) ,
, - -, , . ,
.

.

(Belyanin 2004:8),
(Zasyekina 2002:8),

- (Kovshykov
2007:12) ,
, , (Gorelov 2001:3).
, , :
,
; (),
(), (Garman 1996), ,
, .
, -,
, ,
; -,
; -,
,
,
, , ,
.

.

: , ,
( .),
127
, , .
.
, , ,

.

, ,
, .

, ,
, , ,
. , ,
,
, (Prilutskii 2008);
( , ,
), (Bobyreva 2008);
,
(Baimuratova 2009).

,
, ,
. . ,
()
. ,
, , , - ,
,
.

, ,
:
, (),
, , ;
;
, ,
;
; ,
, ;
.

,
, ,
128
C . 2, 1, 2015
. ,

, .
,
, ,
, .
, ,
(), ,
, , ,

. , .
, , ,
,
;
,
( );

(), ;

, (Chernyshova 2012).
,
,
, ,
.
, , .
: , ,
, , ,
? ,
?
. . , -,
, , ,
.
, , -,
-,
.

: , , ,
. (Huber 2002).
, , ,
. , , , ,
( , , ,
) - ( ).
,
129
,
.

, : ?
?. ,
, ,
, ;
, , () . ,

, .
, ,
(), ,
(, , .).

.
,
,
. , , ,

.
, ,
,
,
.
,
.
: 1)
( ); 2)
, ()
; 3) ; 4) ( ),
, (Bakhtin 1979:361).
:
, , ,
: .
, , ,
() , .
, , ,
(, , ,
. .). ,
, ,
, ( ,
, , ). , ,
130
C . 2, 1, 2015
,
, ,
, .
,
, -
,
.

, , ,
( ),
( ) .
,
, ,
.
, , , - ,
, ,
.
,
. , ,
,
.
, ,
.
. ,

(Sztajer 2006). ,

.
,
,
.
, .
, , . .
.
, ,

, , ,
.
, ,

, ,
, ,
,
, , , ,
131
. (Druzhynin 2002). -
,
, ,
, - .
,

,
,
.
,

.

:
, ,
,
, .

-
.

References
1. Baimuratova, U. (2010). Elementy Religioznogo Diskursa v Khudozhestvennoi Kartine Mira:
Leksicheskyi Aspekt: avtoreferat dissertatsii [Elements of Religious Discourse in Artistic Picture of the
World: Lexical Aspect]. Samara.
2. Bakhtin, M. (1979). K Metodologii Gumanitarnykh Nauk [The Methodology of the
Humanities]. Moscow: Iskusstvo.
3. Belyanin, V. (2004). Psikholingvistika [Psycholinguistics]. Moscow: Flinta.
4. Bobyreva, Ye. (2008). Religioznyi diskurs: tsennosti i zhanry [Religious discourse: values
and genres]. Knowledge. Understanding. Ability, 1, 162 167.
5. Busel, V. (2005). Velykyi Tlumachnyi Slovnyk Suchasnoii Ukraiinskoii Movy [Explanatory
Dictionary of the Contemporary Ukrainian Language]. Kyiv: Perun.
6. Chernyshova, Yu. (2012). Religiinyi tekst, styl, dyskurs: utochnennia poniat [Relgous text,
style, discourse: clarification of the notions]. Studia Linguistica, 6(2), 361365.
7. Druzhynin, V. (2002). Kognitivnaya Psikhologia [Cognitive Psychology]. Moscow: PER SE.
8. Garman, M. (1996). Psycholinguistics. Cambridge: Cambridge University Press.
9. Gorelov, I. (2001). Osnovy Psikholingvistiki [Fundamentals of Psycholinguistics]. Moscow:
Labirint.
10. Huber, C. (2000). Speaking of God. Washington, DC: Council for Research in Values and
Philosophy.
11. Kovshykov, V. (2007). Psikholingvistika. Teoria Rechevoi Deyatelnosti
[Psycholinguistics. The Theory of Speech Activity]. Moscow: AST.
132
C . 2, 1, 2015
12. Prilutsky, A. (2008). Semioticheskoye Prostranstvo Religioznogo Diskursa kak Predmet
Religiovedcheskogo Isledovaniia: avtoreferat dissertatsii [Semiotic Space of Religious Discourse as a
Subject of Religious Studies]. S.-Petersburg.
13. Savchyn, M. (2013). Dukhovna paradygma psykhologii [Spiritual Paradigm of
Psychology]. Kyiv: Akademvydav.
14. Sztajer, S. (2006). How is religious discourse possible? The Constitutive Role of
Metaphors in Religious Discourse. Lingua ac communitas. Retrieved 27.02.2015 from
http://www.lingua.amu.edu.pl/Lingua_16/SZTAJER.pdf
15. V Ukraiini zrosla kilkist viruyuchykh [Increasing number of believers in Ukraine].
Retrieved 16.02.2015 from http://catholicnews.org.ua/v-ukrayini-zrosla-kilkist-viruyuchih
16. Zasyekina, L., Zasyekin, S. (2002). Vstup do Psykholingvistyky [Introduction to
Psycholinguistics]. Ostroh: Ostroh Academy.
133
Federico Soriano
fede.g.soriano@gmail.com
Buenos Aires University, Buenos Aires, Argentina
Julieta Fumagalli
fumagallijulieta@gmail.com
Diego Shalm
diegoshalom@gmail.com
National Scientific and Technical Research Council (CONICET)
Buenos Aires, Argentina
Julia Carden
juliacarden@gmail.com
Buenos Aires University, Buenos Aires, Argentina
Geraldine Borovinsky
gborovinsky@ineco.org.ar
Facundo Manes
fmanes@ineco.org.ar
Macarena Martnez-Cuitio
mariamacarenamartinez@gmail.com
Institute of Cognitive Neurology (INECO), Buenos Aires, Argentina
SEX DIFFERENCES IN A SEMANTIC FLUENCY TASK?
Received April, 28, 2015; Revised May, 7, 2015; Accepted May, 12, 2015
Abstract. It is a well-documented empirical fact that men and women perform differently in
language tasks involving various semantic categories. The sex-by-category effect has been
reported in several languages and through different tasks. The results of these studies agree that
some semantic categories are preferentially male while others are preferentially female, but which
categories are associated with one gender or the other varies across studies. In our study, we tested
a group of undergraduate native Spanish speakers from Argentina on a written semantic fluency
task. Participants were tested on ten semantic categories, five from the Living Things domain (LT)
and five from the Non-Living Things domain (NLT). While women retrieved more items than
men across categories, differential output was only significant in five categories: animals,
vegetables (LT), furniture and utensils (NLT) for females and tools (NLT) for males.
Keywords: semantic categories, semantic fluency, gender, semantic domains, living things,
non-living things.
, , , ,
, , - .
?
A.
.

. ,
, . ,
Soriano, Federico, Julieta Fumagalli, Diego Shalm, Julia Carden, Geraldine

Borovinsky, Facundo Manes, Macarena Martnez-Cuitio, 2015
134
C . 2, 1, 2015
, ,
.
,
.
.
,
. , ( ),
( ), ( ).
K : , , ,
, , .
, , , ,
, , - .
?
A.

.
.
, , .
, ,
, .

,
.
.
,
. ,
( ), ( ),
( ).
K : , , ,
, .
Introduction
Over the last few years, a vast amount of research in the field of cognitive
science has focused on how the mind stores and processes semantic categories.
Studies conducted with healthy as well as brain-injured patients have led to the
development of some theoretical assumptions that lay the foundations for current
and future research: (i) different semantic categories are stored and processed in
different cortical regions; (ii) a sex-by-category interaction is observed in both
healthy and brain-injured patients.
The first assertion is less controversial than the second (even though it is more
difficult to test empirically), and studies have yielded conflicting results. However,
most researchers agree that living things (LT) and nonliving things (NLT) seem to
be processed by different cortical circuits. Some theories supporting the notion of
sex differences in language processing have suggested the possibility that the sexes
differ in terms of laterality, which would explain the differential performance of
males and females in fluency and naming tasks (Halpern 2012). In a study using
functional neuroimaging to compare and contrast hemispheric activation patterns in
135
males and females during an object naming task, Garn et al. (2009) came across two
robust and barely-surprising results: activation was highly similar across genders.
No significant differences or lateralized peaks of activation were observed for males
versus females.
Many more research studies have been conducted to investigate the second
theoretical assumption mentioned above, which is the focus of the current study.
Several studies have shown that men and women show differential performance on
various types of semantic tasks, with the most common being picture naming and
semantic fluency (Halpern 2012), and most report a sex-by-category interaction
(Barbarotto, Laiacona, Macchi & Capitani 2002; Capitani, Laiacona & Barbarotto
1999; Laws 1999, 2004; Laws, Evans, Hodges & McCarthy 1995) . Although some
categories are prominently female and others often appear to be male, these findings
are not consistent across studies. While some authors suggest sex differences appear
in general domains (i.e., women do better with living things and men with artificial
objects), others argue that more subtle differences within categories must be
accounted for. Specifically, plants, fruits, and vegetables (included in LT) and
furniture (included in NLT) are usually defined as female categories and tools and
vehicles (both included in NLT) are usually defined as male categories. The category
of animals is controversial, with some authors attributing it to women and others to
men (Laws 2004; Marra 2007; McKenna & Parry 1994). Capitani et al. (1999)
conducted a fluency task with 266 healthy participants and reported no significant
differences between male and female performance. Scotti et al. (2010) suggested
that the category animals is heterogeneous and that males and females may perform
better on sub-categories within the larger animal category. These authors collected
familiarity ratings from males and females for different subtypes of animals and
found that men seem to have better familiarity with hunted/fished animals only.
For a long time, there have been two opposing lines of thought aiming to
explain the sex-by-category interaction: the first interpretation is based on the
Domain Specific Hypothesis (DSH) (Caramazza & Shelton 1998) and assumes that
the evolution of cortical development produced specialized and dissociated neural
connections for different categories (these authors focused their work on plants,
animals and tools) and that males and females have developed specialized brain
circuits in those specific areas. The second hypothesis maintains that the acquisition
of conceptual representations is experience-dependent and that concepts are
represented in sensory and motor cortical circuits, which are learning-based cell
assemblies. The social and cultural roles men and women have in each society
would account for the difference in the performance on semantic tasks. Gainotti et
al. (2012) asked elderly (6080 years old) and young (undergraduate students aged
2030) participants to perform a semantic familiarity task in two modalities: verbal
and pictorial. The authors hypothesized that sex differences would occur among the
elderly participants but not the younger ones, given how social roles have changed
in modern society. Results supported their hypothesis, which suggests that
differences in semantic performance between the sexes are experienced-based. It
should be noted that some authors (Laws 1999) have questioned the validity of
136
C . 2, 1, 2015
familiarity tasks, given that several studies have found that women often assign a
higher familiarity rating than men in all categories. We did not focus on that issue
for the current paper but plan to address it in a future investigation.
In line with previous work, the aim of this study was to compare male versus
female performance on a written semantic fluency task including ten categories
from both domains (LT and NLT) and to assess whether differences found in
English speakers would also be observed in native Spanish speakers from
Argentina.
Methods
Subjects. Sixty-four healthy undergraduate participants (32 women and
32 men) took part in this research. The mean age of men was 21 years (SD = 5.94)
and the mean age of women was 21 years (SD = 3.55).
Task. Participants performed a semantic written fluency task in which they had
to write as many items as possible from ten different semantic categories in one
minute. Four categories are included in the LT domain (animals, fruits, vegetables
and body parts) and six in the NLT domain (tools, utensils, furniture, vehicles,
clothing and musical instruments).
Before statistical analyses, the databases for each category were revised and
cleaned according to internal criteria. Superordinate categories (i.e., "birds",
insects, citrus, vegetables, wind instruments) were not accepted, and neither
were subtypes (e.g., dog breeds such as Cocker or Siberian, or vegetable subtypes
such as white vs. black potatoes). We also removed all synonyms from the database
and when participants produced them, only the first was kept as a valid response.
Data analysis. To compare differences between semantic domains (LT and
NLT) and genders, we performed a paired t-test. Next, we conducted a repeated
measures ANOVA (2x10) to test for differences between sexes in each of the ten
semantic categories evaluated. Finally, we conducted paired t-tests to detect which
categories resulted in sex differences.
Discussion and results
The first analysis revealed differences between men and women in LT (t(62)=
3.34; p= .001), with women performing comparatively better, but no significant
differences were observed in NLT (t (62)= 1.01; p= .315). See Table 1.
Table 1
Mean number of items produced and SD for males and females on the different
semantic domains (LT vs. NLT)
Domain
LT
NLT
Male
Mean
SD
52.72
9.70
62.22
12.72
Female
Mean
SD
60.44
8.72
65.41
12.45
137
The second statistical analysis revealed differences between categories within

each gender (F(1,62)= 4.30; p< .05; Table 2).
Table 2
Mean number of items produced and SD for males and females on the different
semantic categories
Categories
Animals
Tools
Fruits
Musical Instruments
Vegetables
Furniture
Body parts
Utensils
Vehicles
Clothing
Male
Female
Mean SD Mean SD
15.06 3.68 18.00 3.39
9.13 3.00
7.50 2.27
12.91 3.03 14.03 2.78
12.38 2.98 12.09 2.53
8.84 2.84 11.00 2.99
7.69 2.44
9.00 2.74
15.91 3.49 17.41 3.24
8.78 2.47 10.38 2.86
11.19 2.38 11.88 2.98
13.06 3.40 14.56 3.54
Finally, given the differences observed between domains and categories in the
two statistical analyses reported above, we performed an additional paired t-test to
find out which categories led to sex differences. Results showed that men performed
better than women on tools only (p< .05). Women, on the other hand, performed
better than men on animals (p< .01), vegetables (p< .01), furniture (p< .05) and
utensils (p< .05).
Conclusions
The purpose of this study was to identify semantic differences between men
and women in a written semantic fluency task assessing native Spanish speakers
from Argentina. As reported by other authors (Capitani et al. 1999; Laws 1999,
2004; Marra 2007; McKenna & Parry 1994), there were statistically significant
differences between LT and NLT. While women retrieved more items than men in
both domains, the difference was only significant for LT.
We also observed sex differences in five out of ten categories tested. Within
the category of LTs, women produced relatively more animals and vegetables than
men. Within the NLT domain, men were better at retrieving tools and women were
better at producing furniture and utensils.
Within the LT category, other studies (Capitani et al. 1999; Laws 2004) found
that women perform better on vegetables and fruits. Our results only support the
female advantage for retrieving vegetables. Our data also show a female advantage
for producing animals. This is a controversial category: some studies show that
women perform better with animals, since women tend to be better with LTs (Laws
2000), but other authors have found an advantage for men in this category (Marra
2007; McKenna & Parry 1994). Another complex category is body parts. Some
138
C . 2, 1, 2015
authors include this category in the LT domain. In the current study, we did not find
any difference between sexes for body parts.
For the NLT domain, other studies have found that males perform better with
tools (Barbarotto, Laiacona & Capitani 2008; Laws 2004) and females perform
better with furniture (Marra 2007). Our results support these results and also show a
female advantage for retrieving utensils.
Even though other studies with young adults did not find differences between
the sexes (Gainotti, Ciaraffa, Silveri & Marra 2010; Moreno-Matnez 2008), in our
study, there were sex differences among undergraduate students (mean age 21.11;
SD= 4.86). The researchers who did not find differences between the sexes in
younger adults support the experience-dependent hypothesis. Therefore, our results
are at variance with this hypothesis and set the basis for future research testing the
DSH (Caramazza & Shelton 1998).
Barbarotto et al. (2008) found sex differences across categories in healthy
young children and adults using an oral naming task. Male children between 3 and 5
years old, as well as healthy male adults, performed better than their female
counterparts on oral naming of tools and vehicles. There was also an adult female
advantage for fruits and vegetables, which was not observed in children. These
authors suggest that their findings support the DSH (Caramazza & Shelton 1998)
and that the female advantage appears only after puberty as a result of hormonal
changes. This leads us to think that the differences we found in our study could also
be present in children. In the future, we will expand our sample to pre-school and
primary school children as well as high school teenagers using a fluency task. If the
differences we found also appear in children and adolescents, this will provide even
stronger support for the DSH (Caramazza & Shelton 1998).
References
1. Barbarotto, R., Laiacona, M., & Capitani, E. (2008). Does sex influence the age of
acquisition of common names? A contrast of different semantic categories. Cortex, 44(9), 1161
1170. doi: http://dx.doi.org/10.1016/j.cortex.2007.08.016
2. Barbarotto, R., Laiacona, M., Macchi, V., & Capitani, E. (2002). Picture reality
decision, semantic categories and gender. A new set of pictures, with norms and an experimental
study. Neuropsychologia, 40, 16371653. doi: http://dx.doi.org/10.1016/S0028-3932(02)00029-5
3. Barbarotto, R., M. Laiacona & E. Capitani. (2008). Does sex influence the age of
acquisition of common names? A contrast of different semantic categories. Cortex, 44(9), 1161
1170.
4. Capitani, E., Laiacona, M., & Barbarotto, R. (1999). Gender affects word retrieval of
certain
categories
in
semantic
fluency
tasks.
Cortex,
35,
273278.
doi:
http://dx.doi.org/10.1016/S0010-9452(08)70800-1
5. Caramazza, A., & Shelton, J. R. (1998). Domain-specific knowledge systems in the
brain: The animate-inanimate distinction Journal of Cognitive Neuroscience, 10, 134. doi:
http://dx.doi.org/10.1162/089892998563752
6. Gainotti, G., Ciaraffa, F., Silveri, M. C., & Marra, C. (2010). Different views about the
nature of gender-related asymmetries in task based on biological or artefact categories.
Behavioural Neurology, 22(34), 8190. doi: http://dx.doi.org/10.1155/2010/410858
7. Gainotti, G., P. Spinelli et al. (2012). Asymmetries in gender-related familiarity with
different semantic categories. Data from normal adults. Behavioural Neurology, 27(2), 175181.
139

8. Garn, C., Allen, M. D., & Larsen, J. D. (2009). An fMRI study of sex differences in
brain
activation
during
object
naming.
Cortex,
45,
610618.
doi:
http://dx.doi.org/10.1016/j.cortex.2008.02.004
9. Halpern, D. (2012). Sex Differences in Cognitive Abilities. New York: Psychology
Press.
10. Laws, K. R. (1999). Gender afects latencies for naming living and nonliving things:
implications for familiarity. Cortex, 35, 729733.
11. Laws, K. R. (2000). Category-specificity naming errors in normal subjects: the
influence of evolution and experience. Brain and Language, 75, 123133. doi:
http://dx.doi.org/10.1006/brln.2000.2348
12. Laws, K. R. (2004). Sex differences in lexical size across semantic categories.
Personality and invidual differences, 36, 2332. doi: http://dx.doi.org/10.1016/S01918869(03)00048-5
13. Laws, K. R., Evans, J. J., Hodges, J. R., & McCarthy, R. A. (1995). Naming without
knowing and appearance without association: Evidence for constructive processes in semantic
memory? Memory, 3/4, 409434.
14. Marra, C., M. Ferraccioli & Guido Gainotti. (2007). Gender-Related Dissociations of
Categorical Fluency in Normal Subjects and in Subjects With Alzheimer's Disease.
Neuropsychology, 21(2), 207211.
15. McKenna, P., & Parry, R. (1994). Category-specificity in the naming of natural and
man-made
objects.
Neuropsychological
Rehabilitation,
4,
255281.
doi:
10.1080/09602019408401461
16. Moreno-Matnez, F. J., K. R. Laws & J. Schultz. (2008). The impact of dementia, age
and sex on category fluency: Greater deficits in women with Alzheimer's disease. Cortex, 44(9),
12561264.
17. Scotti, S., M. Laiacona & E. Capitani. (2010). Brain damage and semantic category
dissociations: is the animals category easier for males? Neurological Sciences, 31, 483489.
140
C . 2, 1, 2015

turchak_o@mail.ru

-

Received March, 10, 2015; Revised March, 31, 2015; Accepted April, 11, 2015
. -

.
-
. 40 ,
. ,
20 (10 10 ). ,
-
(t=6,3; n=20; p0,05), (t=3,7; n=20; p0,05)
(t=7,1; n=20; p0,05) .
,
(t=5; n=20; p0,05),
(t=2,1; n=20; p0,05). ,

, ,
. ,
.
: - , ,
, , ,
, , .
Turchak, Olesia. Efficiency of ognitive Behavioral Training as a Means of Reducing
Verbal Manifestations of Anxiety Under Emotional Stress
Abstract. As the aim of the research the author defines the analysis of the efficacy of
cognitive-behavioral training as a mean of reducing verbal manifestations of anxiety in situations
of emotional stress. In accordance with the intended aim, the article presents the results of testing
of cognitive-behavioral training for the formation of control over verbal manifestations of
students' anxiety in situations of emotional stress. In this study they participated 40 first-year
students of natural specialties. Both experimental and control group consisted of 20 people
(10 boys and 10 girls in each). As a result, it was found that the cognitive-behavioral training
helped to reduce the level of speech anxiety (t = 6.3; n = 20, p0.05), situational anxiety (t = 3.7; n
= 20, p 0.05) and trait anxiety (t = 7.1; n = 20, p0.05) of students in the experimental group.
Furthermore, the students in the experimental group showed significant reduction in emotional
lability (t = 5, n = 20, p0.05), as well as increased introversion (t = 2.1; n = 20, p 0.05). The
findings suggest that the training contributes to the development of self-regulation skills of
students, who have developed resistance to emotional stress situations, and also forms the
willingness to communicate with other people. This suggests that cognitive-behavioral training is
an effective means of reducing verbal manifestations of anxiety in situations of emotional stress.
, 2015
141

Keywords: cognitive-behavioral training, verbal manifestations of anxiety, emotional stress
situation, speech anxiety, situational anxiety, trait anxiety, emotional lability, introversion.
. -

. -

.
-

. 40 ,
. , 20
(10 10 ). , (t = 6,3; n
= 20, p0,05), (t = 3,7; n = 20, p 0,05)
(t = 7,1; n = 20, p0,05) . ,

(t = 5, n = 20, p0,05),
(t = 2,1; n = 20, p 0,05).
,
,
, .
, -

.
: - ,
, , ,
, , ,
.
,
, ,
.
,
. . . ,
: 1) ; 2)
; 3) (Izard 1999).
,
, ,
.
. '

.
. . ,
(Leontiev
1997), ,

142
C . 2, 1, 2015
. -

(. , . , . , . ).
, ,
.
,
, .

, .
,

. : 1)
; 2) ;
3) ,
;
4) ,
(Korsini 2003).
,
(Korobko 2010).

. -
,
, ,
(Turchak 2014).

.
, ;
, , ,
, , .
,
1719 ,

(Bohonkova 2005).

, (. ,
. , . , . , . , . ),
, , ,
. ,
.
, ,
,
. , ,

, .
143
:
1) ,
, ;
2) ; 3)
; 4) .

.
,
.
, ,
,
,
. :
1) ( ); 2) ( ).
.
60 .
20.
.
, 6080 .
(16 ).

.

. ,

,
.

,

,
.
40 ,
. , 20 ,
(10 10 ).
,

(Krylov 2007:188),
FPI (Krylov 2007:319)
144
C . 2, 1, 2015
. . . . (Krylov 2007:297). ,

, (),
. . . .
(Krylov 2007:296).
.
.
,
.

1
,
.
1

10,55
13,25
38,8
37,85
53,15
48,65
6,8
6,4
7
6,2
6,1
5,6
7,2
5,3
10,65
7,6
39,1
30,85
52,65
33,9
6,65
5,8
6
4,6
6,2
6,6
6,65
6,4

10,55. 70 %
, 25 % 5 %
.

13,25. 60 %
, 30 % , 5 %
5 % .
145
. 2
.
2

,
(05 )
(611 )
(1216 )
(1721 )
(2224 )
, ,
%
0
0
0
0
14
70
12
60
5
25
6
30
1
5
1
5
0
0
1
5
,

.

.

(. 3).
3

,
, ,
%
(05 )
0
0
13
65
(611 )
9
45
6
30
(1216 )
8
40
1
5
(1721 )
2
10
0
0
(2224 )
1
5
0
0

10,65. 45 %
, 40 % 5 %
.
,
. ,
- ,
146
C . 2, 1, 2015
, : ,
; ;
.

7,6. 65 %
, 30 % , 5%
.

,

.
t-
(
).
(t=6.3; n=20; p0.05).

,
, .
60
53,15
52,65
50
40
38,8
39,1

30
20
10
0

. 1.

. 1
,
. ,

.
. 2

. ,
, .
147

37,85
40
35
30,85
30
25

20
13,25
15

7,6
10
5
0
. 2.

t-
.
(t=3.7; n=20; p0.05)
(t=7.1; n=20; p0.05) .
. 3
. ,
.
8
7
6
5
4
3
2
1
0
6,8 6,65
7,2
7
6
6,1
6,2
6,65
'
. 3.

, , t . ,
(t=3.1; n=20;
p0.05). ,
(t=0.6, t=0.2 t=1.4, ; n=20;
p0.05).
. ,
, , ,
,
148
C . 2, 1, 2015
,
.
. 4 .
,
,
.
7
6
5
4
3
2
1
0
6,4
5,8
6,6
6,2
5,6
6,4
5,3
4,6

'
. 4.

, t-
.

(t=5; n=20; p0.05). T-
,
(t=2.1; n=20; p0.05).
(t=1.6 t=1.9,
; n=20; p0.05). ,

,
, .

,
, .

.
,
,

. ,
149

. , ,
,
.
,
.
, -

.
,

.

References
1. Bohonkova, Yu. (2005) Osobystisni hynnyky Sotsialno-Psyhologichnoi Adaptatsi
Pershokursnykiv do Umov Vyschyh Navchalnyh Zakladiv [Personality Factors of Social and
Psychological Adjustment of Freshmen to the Terms of Higher Education Institutions]. Luhansk.
2. Izard, K. (1999). Psihologiia Emotsii [Psychology of Emotions]. St. Petersburg: Piter.
3. Korobko, O. (2010). Stan emotsiinoi naprugy u navchalnomu protsesi ta kognityvnopovedinkovi zasoby iogo podolannia [Emotional anxiety in educational process and cognitivebehavioral means of its overcoming]. Naukovi Zapysky, 14, 177185. Ostroh: Ostrozka
Akademiia.
4. Korsini, R. (2003). Psihologicheskaia Entsiklopedia [Psychological Encyclopedia].
St. Petersburg: Piter.
5. Krylov, A. (2007). Praktikum po Obschei, Eksperimentalnoi i Prikladnoi Psihologii
[Manual on General, Experimental and Applied Psychology]. St. Petersburg: Piter.
6. Leontyev, A. (1997). Osnovy Psiholingvistiki [Foundations of Psycholinguistics].
Moscow.
7. Turchak, O. (2014). Treningova programa ormuvannia kontroliu za kharakterystykamy
movlennia studentiv u sytuatsiiah emotsiinoi naprugy [Training Program to Establish Control
over the Characteristics of Students Speech in Situations of Emotional Stress]. Kyiv: Komprynt.
150
C . 2, 1, 2015
Larysa Zasiekina
lora_zasyekina@mail.ru
PSYCHOLINGUISTIC APPROACH TO DIAGNOSTICS AND
MODIFICATION OF INDIVIDUAL NEGATIVE CORE BELIEFS
Received March, 16, 2015; Revised March, 31, 2015; Accepted May, 6, 2015
Abstract. Psycholinguistic approach to diagnostics and modification of individual negative
core beliefs. The present research provides the first evidence for psycholinguistics resources in
diagnostics and modification of individual negative core beliefs. The individual core beliefs are
treated as a system of subjectively experienced feeling of conscious or unconscious nature which
expresses the attitude of personality towards himself/ herself, the world and other people. The
results of the study were conceptually replicated: Participants core beliefs of lack of love were
significantly correlated with their core beliefs of rejection (r=0.929, p<0.01); core beliefs of
helplessness were significantly correlated with their core beliefs of low achievements (r=0.843,
p<0.01); core beliefs of lack of control were significantly correlated with their core beliefs of
helplessness (r=0.457, p<0.01). The results of correlation and descriptive analysis allowed
revealing three groups of core beliefs and their distribution: rejection/ lack of love (17.3%);
helplessness/low achievements (56.4%); helplessness/low control (25.6%). The most typical
structure for propositions of different core beliefs was defined and the ways of their modification
were suggested.
Keywords: negative core beliefs, subjectively experienced feeling, rejection/ lack of love,
helplessness/low achievements, and helplessness/low control, propositional analysis,
psycholinguistic modification.
. .

.
.
,
, ,
.

(r=0.929, p<0.01), (r=0.843,
p<0.01), (r=0.457, p<0.01).

: / (56,4%),
/ (17,3%), / (25,6%),
,
. ,
,

.
: , , /
,/ , / , , .
Zasiekina Larysa, 2015
151

. .
.
.

.
,
, .

(r=0.929, p<0.01), (r=0.843, p<0.01),
(r=0.457, p<0.01).
: /
(17,3%); / (56,4%); /
(25,6%);
. ,
,

, .
: , , /
, / , /
, , .
Introduction
One of the greatest puzzles of human behavior is how knowledge and
experience leads to certain patterns of behavior. The effects of cognitive distortion
on compensatory strategies have been long-standing questions in cognitive and
behavioral therapy (Beck 2005). One perspective is that the negative core beliefs
should be more important for destructive behavior than negative automatic thoughts
and conditional beliefs and express stable attitude of individual towards her/himself,
the world and the motivation of others. Because the individual core beliefs have
been developed since childhood and often have unconscious nature, it is very
important for the individual to be aware of the core beliefs and then transform them
in more positive or neutral ones by means of Socrates questioning, behavioral
experiments and other therapeutic techniques. This view has received support in the
literature (Beck 2006, Westbrook 2014, Zasiekina 2015).
Despite the debate about interaction between cognitive distortions, negative
automatic thoughts, conditional beliefs and core beliefs, the primary researcher who
has examined the predominant effect of core beliefs on cognitive distortions is
A. Beck (2005). Although he was most interested in depression and anxiety, his
inclusion of core beliefs and cognitive distortions into the context of different
mental disorders uncovered a typical core beliefs and cognitive distortion for each
disorder.
This typology of cognitive distortion is represented by filtering, polarized
thinking, overgeneralization, jumping to conclusions, catastrophizing,
personalization, control fallacies, fallacy of fairness, shoulds, blaming, emotional
reasoning, fallacy of change, global labeling, always being fallacy, heavens reward
fallacy (Beck 1976; Haritonov 2009).
However, cognitive distortions can be improved through modification of
individual core beliefs which require deep study of their nature. In the Becks (1976,
2005) paradigm core beliefs are unconditional beliefs which are a basis for
152
C . 2, 1, 2015
interpreting experience. A. Beck (2005) differentiated the core beliefs from schema,
arguing that they belong to network of scheme with negative automatic thoughts,
conditional beliefs and interpersonal strategies.
Beck (1976) gives as the credit H. Head for introducing the concept of schema
to psychology, who restricted its meaning to a persons internal body image and
after this it was given its modern meaning by the English psychologist F. Bartlett
(1937) to account for the observation that errors in the recall of stories tend to make
them more conventional, which was attributed to the assimilation of the stories to
pre-existing schemata. J. Piaget used concept scheme which was synonymous with
scheme but restricted to conscious cognitive representations and plans.
Developing the Aristotles idea about the necessity of world alphabet based
on language categories and grammatical structures for interpreting of physical and
social world, we suggest forming core beliefs alphabet for revealing and
reorganization of negative core beliefs as a part of complex individual schema
(Gould 1978). The concept of core beliefs in Post-soviet psychology is closely
connected with term perezhivannya as a system of subjectively experienced
feeling of conscious or unconscious nature which expresses the attitude of
personality towards himself/ herself, the world and other people (Vygotsky 2001).
S. Rubintein (1989) captured the essence of the subjectively experienced feeling as
mental event which is deeply connected with individual life story.
The central finding from the theoretical research is that there different kinds of
individual core beliefs: rejection, helplessness (Beck, 2005); lack of love, low
achievements, and low control (Beck 2006) and negative attitude of personality
towards himself/ herself, the world and other people (Westbrook 2014).
The individual core beliefs in our study are treated as a system of subjectively
experienced feeling of conscious or unconscious nature which expresses the attitude
of personality towards himself/ herself, the world and other people.
The objective of the article is psycholinguistic diagnostics and modification of
individual negative core beliefs.
Methods
Participants (N=72, mean age = 20.57 years, SD=6.78) students of Lesya
Ukrainka Eastern European University, 28 man and 44 women were asked during 5min study to write 35 negative thoughts (about themselves, others and the world),
which decrease their efficiency in different life spheres. We intended to test whether
the core beliefs are connected with rejection/ lack of love, helplessness/low
achievements, and helplessness/low control and express the attitude of personality
towards himself/ herself, the world and other people. Subsequently, each statement
was assessed from two standpoints: 1) rejection/ lack of love, helplessness/low
achievements, and helplessness/low control (1 point scale: 0 absence of core
belief; 1 presence of core belief) and attitude of personality towards himself/
herself, the world and other people (1 point scale: 0 absence of attitude; 1
presence of attitude).
able 1
153
Distribution of negative individual core beliefs
1
2
3
5
6
Kinds of core beliefs

Rejection
Helplessness
Low achievements
Lack of love
Low control
Distribution
21.15%
30.77%
19.23%
13.46%
15.38%
100%
We analyzed 468 propositions from the study of negative core beliefs from 72
participants on the basis of their written propositions. We thus obtained the
distribution of negative core beliefs illustrating within-participants core beliefs
variations (Table 1). The results suggest that the most significant sphere for our
respondents is helplessness which can lead to rejection of significant others. It is
perhaps connected with primary type of students activity professional training,
success of which determines the acceptance in class group and increases their social
identity.
Correlations among the variables are presented in Table 2.
able 2
Intercorrelations among the variables
Rejection
Helplessness
Lack of love
Low
achievements
Lack
of
control
Rejection
Helplessness
-0.386**
0.929**
-0.476**
1.000
-0.309**
0.843
Lack of
love
-0.309*
1.000
-0.309*
Low
Lack of
achievements control
0.843
0.457
-0.334
-0.472
1.000
-0.266*
-0.262*
0.457
-0.472**
-0.266*
1.000
1.000
-0.386**
0.929**
-0.474**
-0.262*
p*<0,05; p**< 0,01
The results of the study were conceptually replicated: Participants core beliefs
of lack of love were significantly correlated with their core beliefs of rejection, with
lack of love being negatively correlated with helplessness and lack of control.
Participants core beliefs of helplessness were significantly correlated with their
core beliefs of low achievements, with helplessness being negatively correlated with
lack of love and rejection. Participants core beliefs of lack of control were
significantly correlated with their core beliefs of helplessness with lack of control
being negatively correlated with lack of love, low achievements and rejection.
On the basis of our correlation analysis, we divided three groups of core beliefs
which are closely interrelated: rejection/ lack of love (17.3%): e.g., I am
worthless; helplessness/low achievements (56.4%): e.g., I am failure;
helplessness /lack of control (25.6%): e.g., Something terrible will happen.
154
C . 2, 1, 2015
The propositional structures of negative core beliefs were analyzed. The

method of propositional analysis (Anderson 1976) allows revealing distribution of
the main elements of propositions: fact (argument the main external or internal
subject/object, predicate attitude and directed external or internal object); context
(space and time). Figure 1 depicts the most typical distribution of propositional
elements in the core beliefs rejection/ lack of love.
external
argument
88.89% (e.g.,
People reject
me):
negative
attitude
100.00% (e.g.,
do not love,
reject, neglect)
context
indefinite time
11.12% (e.g.,
always, never,
in future )
Fig.1. Propositional structure of the core beliefs rejection/ lack of love

The psycholinguistic modification of these negative core beliefs is represented
by transforming external argument into internal one (e.g., I am worth of love just as
human being); changing negative modality of the attitude into positive one (e.g., to
respect, to accept ); defining the exact time (this evening, tonight, tomorrow
at 7 p.m.).
Figure 2 depicts the most typical distribution of propositional elements in the
core beliefs helplessness/low achievements.
internal argument
100.00% (e.g., it
is my guilt)
external object
57.1% (work,
study, life,
problems, etc.)
negative attitude
100.00% (e.g., will
not find, will not
achieve)
Conext, Future
time 5.8%
(e.g. tomorrow,
next year),
space (city,
country)
Fig. 2. Propositional structure of the core beliefs helplessness/low

achievements
155

by transforming internal argument into external one (e.g., all people have positive
and negative personality traits); changing negative modality of the attitude into
positive one (e.g., will find, will achieve); defining the present time and exact place.
Figure 3 depicts the most typical distribution of propositional elements in the
core beliefs of helplessness/lack of control.
Internal argument
83.3% (e.g., I will fall
ill)
Attitude 100.0%
(e.g., to fall ill)
external object
50.8% (e.g. health,
life)
Fig. 3. Propositional structure of the core beliefs helplessness/lack of control

by expanding the external argument with internal one (e.g., there are many factors
of health and disease); changing negative modality of the attitude into positive one
(e.g., to recover, to keep healthy); expanding the object (different spheres of life:
nature, seasons which are beyond of human control).
Conclusions
The present research provides the first evidence for psycholinguistics avenues
for diagnostics and modification of individual negative core beliefs. Negative core
beliefs are usually formed in the early childhood and typically concentrated around
themes of lovability (e.g., I am undesirable), adequacy (I am incompetent),
and/or helplessness (e.g., I am trapped). Because core beliefs are problematic to
discover it is important to understand and verbally articulate them for further
modification. The psycholinguistic diagnostics of the structure of core beliefs allows
revealing their type and increasing functioning in many domains of individual life.
References
1. Anderson, J. R., Bower, G. (1974). Propositional theory of recognition memory. Memory
& Cognition, 2, (3), 406412.
2. Bartlett, F. (1937). Cambridge, England: 18871937. American Journal of
Psychology, 50, 97110.
156
C . 2, 1, 2015
3. Beck, A. T. (1976). Cognitive Therapies and Emotional Disorders. New York: New
American Library.
4. Beck, J. (2006). Kognitivnaya Terapya [Cognitive Therapy]. Moscow: Williams.
5. Gould, J. A. (1978). Classic Philosophical Questions. Columbus: Bell and Howell
Company.
6. Haritonov, S. (2009). Rukovodstvo po kognitivno-povedencheskoy terapii [Manual for
cognitibe and behavioral therapy]. Moscow: Psychotherapy.
7. Rubinstein, S. (1989). Osnovy Obshchey Psychologii [Fundamentals of General
Psychology]. Vol. 2. Moscow: Pedagogy.
8. Vygotsky, L. (2001). Myshlenie i Rech [Thinking and Speech]. Moscow: Labirint.
9. Westbrook, D., Kennerley, H., Kirk, J. (2014). Vstup u Kognitivnu Terapiyu [An
Introduction to Cognitive and Behavioral Therapy]. Lviv: Svichado.
157
CALENDAR
INTERNATIONAL PSYCHOLINGUISTIC SCHOLARLY MEETINGS
International Linguistics Conference
Linguistics Beyond And Within LingBaW 2015
Host institution: John Paul II Catholic University of Lublin
Deadline for submitting abstracts: June, 30, 2015
Location: Lublin, Poland
Start Date: 22nd October, 2015 23rd October, 2015
Contact: Anna Pramowska
E-mail: lingbaw@gmail.com
URL: http://lingbaw.webclass.co/
10th International Conference
Psycholinguistics in a Modern World
Host institution: Hryhoriy Skovoroda Pereyaslav-Khmelnytskyi State Pedagogical University
Deadline for submitting abstracts / papers: July, 1, 2015
Location: Pereyaslav-Khmelnytskyi, Ukraine
Start Date: 22nd October, 2015 23rd October, 2015
Contact: Nataliya Kharchenko
E-mail: psycholing_lab@mail.ru
URL: http://psychling.phdpu.edu.ua
The 40th Annual Boston University Conference on Language Development
Host institution: Boston University
Deadline for submitting papers: May, 15, 2015
Location: Boston, MA, USA
Start Date: 13th November, 2015 15th November, 2015
Contact: Sudha Arunachalam
E-mail: langconf@bu.edu
URL: http://www.bu.edu/bucld/
IV International Congress of Clinical Linguistics - 4ICCL
Host institution: University of Barcelona
Deadline for submitting abstracts: June, 19, 2015
Location: Barcelona, Spain
Start Date:18th November, 2015 20th November, 2015
Contact: Faustino Diguez-Vide
E-mail: fdieguez@ub.edu
URL: http://stel.ub.edu/4clc/en
International Conference
Matters of Individuals in Contexts: Psychology of Language Learning 2
Host institution: University of Jyvskyl
Deadline for submitting abstracts: March, 15, 2016
Location: Jyvskyl, Finland
Start Date: 22nd August, 2016 24th August, 2016
Contact: Paula Kalaja
E-mail: pll2016@jyu.fi
URL: https://www.jyu.fi/en/congress/pll2016/
158
C . 2, 1, 2015
INSTRUCTIONS TO AUTHORS
East European Journal of Psycholinguistics p-ISSN 2312-3265, e-ISSN 23132116 is an international double-blind peer-reviewed scholarly periodical published
semiannually. All interested scholars in the area of psycho- and neurolinguistics,
cognitive science, psychology of language and speech, translation studies, cognitive
psychology are kindly invited to submit their articles for publishing in the Journal.
The texts submitted for the publication should be written in English,
Ukrainian, Russian. The article should be sent by March, 15, or September, 15 to
the journal e-mail: psycholing@eenu.edu.ua. Please attach a file with your first and
last names (in three languages), title of the article (in three languages); place of
work, scientific degree, position, contact phone and fax number, postal and
electronic addresses.
The editorial board will review the papers and inform the author(s) about any
decision. The board will be responsible for the publication reserving the right of
requesting the author(s) for modifications.
Only original (never published before or submitted to any other journal for
reviewing) papers are accepted. The originals must meet the following
requirements:
FORMAT /LENGTH
The paper must be in version similar or higher than Word 97. The
recommended length is 1012 pages including abstracts and references (max. 3,000
words), A4 paper format, with 2,5 cm for upper, lower and left margins, 1 cm for
right margins, observing 1.5 space between lines and with Times New Roman font
type, with a 14 point body.
TITLE-AUTHORS IDENTIFICATION
The first page must include author(s) name, affiliation, e-mail. It should be
written in bold, centered, Times New Roman, 14 point body, e.g.:
Petro Smith
petroalsmith@ukr.net
Below goes the capitalized and centered title of the article in bold, then
abstracts.
ABSTRACT / KEYWORDS
Each paper should include three brief abstracts in English, Ukrainian, and
Russian, preceded by the authors family and given names, title of the article (in the
respective language). For abstracts in Ukrainian or Russian, the editors may assist
upon request. The abstracts should contain 150200 words, be written in italics with
a 12 point body. Also 57 keywords should be included at the end of each of them.
TEXT
Quotations in the text should be as follows: According to Yu. Shevelov
(Shevelov 2012), or (Smith 2014:252) where 3 means the number of page with
quotation. Comments and notes should be included in footnotes. Any examples
should be italicized and numbered consecutively with Arabic numerals. The article
159
should contain the following parts: introduction / background of the issue; methods;
the study; discussion and results; conclusions.
REFERENCES
References should come at the end of the paper. They should be written according to
the APA norms (http: //www.apastyle.org/) with a 12 point body and in alphabetic
order. The Ukrainian and Russian references should be transcribed in Latin
letters only:
e. g.
Book:
Shevelov, Yu. (2012). Narys Suchasnoii Ukrainskoii Literaturnoii Movy ta Inshi
Lingvistychni Studii [An Outline of Modern Ukrainian Literary Language and Other
Linguistic Studies]. Kyiv: Tempora.
Journal paper:
Smith, P. (2014). Psykholinvistychna model dyskursu [Psycholinguistic
model of discourse]. East European Journal of Psycholinguistics, 2(1), 252260.
Internet resource:
Smith, P. Psycholinguistic model of discourse. Retrieved from http: //xxx.xxx.xx
Book chapter:
Smith, P. (2014). Psycholinguistic model of discourse. In:
Psycholinguistics, (pp. 222-242). J. Brown, (ed.). Lutsk: Vezha.
Challenges
of
Conference abstract/paper:
Smith, P. (2014). Psycholinguistic model of discourse. In: J. Brown (Ed.)
Challenges of Psycholinguistics and Psychology of Language and Speech. Book of
abstracts (1022). Lutsk: Vezha.
The papers should be sent to the E-mail: psycholing@eenu.edu.ua
All papers will be published in open access on the Journal site: http://eepl.at.ua
160
C . 2, 1, 2015

p-ISSN 2312-3265,
e-ISSN 2313-2116 ,
.
- , ,
, , .
, ,
15 15
: psycholing@eenu.edu.ua.
,

,
,
.
,
(. Ethics Statement),
.
,
.
,
.
http: //eepl.at.ua.
1012 ( ,
3 . ), -4, 1,5 ,
14, Times New Roman; : , , 2,5 ,
1 ; 1 ;
;
;
, ;
; ,
MS Word, ;
: , ,
( ); ( ); ,
, (, ) ; ;
; , .
:
1) , , ,
, :

,
2) ( );
161
3) , , (150
200 ) (12 );
NB

( );
4) (57 ) (12 , ).
:
(, );
;
;
;
.
APA: (http: //www.apastyle.org/),
12 .
, (
),
, :
:
Shevelov, Yu. (2012). Narys Suchasnoii Ukrainskoii Literaturnoii Movy ta
Inshi Lingvistychni Studii [An Outline of Modern Ukrainian Literary Language
and Other Linguistic Studies]. Kyiv: Tempora.
:
Smith, P. (2014). Psykholingvistychna model dyskursu [Psycholinguistic model of
discourse]. East European Journal of Psycholinguistics, 1(2), 122-130.
-:
:
Smith, P. (2014). Psycholinguistic model of discourse. In: Challenges of
Psycholinguistics, (pp. 222242). J. Brown, (ed.). Lutsk: Vezha.
:
Smith, P. (2015). Psycholinguistic model of translation. In: J. Brown (Ed.)
Second International Conference Challenges of Psycholinguistics and Psychology of
Language and Speech COPAPOLS 2015. Book of abstracts (1012). Lutsk,
Ukraine: Social Initiatives and Analytic Research Center.

; :
(Smith 2014),
(Smith 2014:225).
162
C . 2, 1, 2015

p-ISSN 2312-3265,
e-ISSN 2313-2116
, .
-
, , ,
, .
, ,
15 15 : psycholing@eenu.edu.ua

, ,
.
,
,
(. Ethics Statement).

.
http://eepl.at.ua
12 ( 3 . ), -4,
1,5 , 14, Times New
Roman;
: , , 2,5 , 1 ; ;
;
;
,
; , MSWord,
;
: ,
, , , ,
(, ) , , , , .
:
1) , , ,
, :

,
2) ( )
3) , (150-200 )
(12 , ) ,
;
163
NB
;
.
4) (57 ) (12 ,
).
:
; ; ;
; .
APA:
(http://www.apastyle.org/)
(
),
, :
:
Shevelov, Yu. (2012). Narys Suchasnoii Ukrainskoii Literaturnoii Movy ta
Inshi Lingvistychni Studii [An Outline of Modern Ukrainian Literary Language and
Other Linguistic Studies]. Kyiv: Tempora.
:
Smith, P. (2014). Psykholingvistychna model dyskursu [Psycholinguistic
model of discourse]. East European Journal of Psycholinguistics, 1, 222230.
-:
:
Smith, P. (2014). Psycholinguistic model of discourse. In: Challenges of
Psycholinguistics, (pp. 222242). J. Brown, (ed.). Lutsk: Vezha.
:
Smith, P. (2015). Psycholinguistic model of translation. In: J. Brown (Ed.)
Second International Conference Challenges of Psycholinguistics and Psychology of
Language and Speech COPAPOLS 2015. Book of abstracts (1012). Lutsk,
Ukraine: Social Initiatives and Analytic Research Center.

; :
(Smith 2014), (Smith
2014:225).
164
C . 2, 1, 2015

For notes
165

For notes
166
C . 2, 1, 2015

For notes
167

Scholarly edition
EAST EUROPEAN JOURNAL

OF
PSYCHOLINGUISTICS
Volume 2
Number 1
Ukrainian proofreader H. Drobot

Technical editors I. Zakharchuk,
N. Chmil, Yu. Tsyos
Registered by the Ministry of Justice of Ukraine 29.07.2014, Certificate No 485-218P.

60841/16. 9,77 . . ., 9,63 .-. . 100 .
. 2917-A.
(43025, , . , 13). .
4513 28.03.2013 .
-
(. , . , 1, . (0332) 29-90-65).
.
4607 30.08.2013 .
168

East European Journal of Psycholinguistics. Vol. 2 (1) .2015

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

East European Journal of Psycholinguistics. Vol. 2 (1) .2015

Uploaded by

Copyright:

Available Formats

Lesya Ukrainka Eastern European National University

EAST EUROPEAN JOURNAL

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

Approved by the Academic Council of Lesya Ukrainka Eastern European National

East European Journal of Psycholinguistics. Lutsk : Lesya Ukrainka Eastern

The Journal is indexed and listed in:

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

CALENDAR ............................................................................................ 158

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

Buchatska Svitlana, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

The results show that foreign language anxiety is characteristic of 62.2 % of

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

Students anxiety levels (%)

Students anxiety caused by foreign language communication

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

emotions, feelings while communicating with foreigners and at foreign language

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

Sypko Artem, Hordiyenko-Mytrofanova Iya, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

Profession type and frequency

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

On the stage of sememic attribution, associative reactions were divided into

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

Kapranov Oleksandr, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

Fig. 1. Self-selection categories by individual participants

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015

East European Journal of Psycholinguistics. Volume 2, Number 1, 2015